Homeschoolers’ Motor Skills Okay – How Might They Improve?

 

Click here to unsubscribe

Hello, , from NHERI and Dr. Ray.

 

The Context

More than three decades of research show that homeschool students generally outperform institutional school averages.[1] However, relatively little research has been done on the physical fitness and physical skills of the home educated.

In recent years, Dr. Laura Kabiri and her colleagues have been adding to the research base in this area. This article looks at their study entitled, “Motor skill proficiency among homeschooled children.”[2]

 

Why Motor Skill Proficiency

First, Kabiri, Mitchell, Brewer, and Ortiz lay out the importance of motor skills, as follows:

 

Motor skill proficiency is an important component of child development. Gross and fine motor skills serve as building blocks for more complicated movements required for participation in many sports and physical activities … (p. 336)

Further, many other positive things are associated with motor skill proficiency. These include increased physical activity, improved cardiorespiratory fitness, healthier weight classification, improved self-efficacy, easier transition to sports, increased enjoyment of physical activity throughout the life span, and more. Development of motor skill proficiency might also improve other aspects of life such as social and cognitive development, explain the researchers.

The investigators point out that “… public schools employ structured curriculum and activities designed to develop age-appropriate motor skills in their students” but in most states homeschool students are not under any regulation that mandates physical education courses. Further, at the time of their study, the authors found no research on the potential effect of homeschooling on motor skill proficiency. They wanted to look into it.

 

Methods

This was a cross-sectional exploratory study. The researchers contacted families through homeschool support groups, cooperatives, and word of mouth. Data collection was completed in group settings at local parks or at homes. “Typically developing male and female children of all ethnicities and socioeconomic statuses between the ages of 5 and 8 years who had completed at least one year of homeschooling were included in the study. Children enrolled in online

public schools or other organizations that required physical education classes and/or regular fitness testing were excluded” (p. 338). There were 73 children in the study.

The BOT-2 SF contains items that include things such as drawing lines through paths, folding paper, transferring pennies, jumping in place-same sides synchronized and tapping feet and fingers-same side synchronized, standing on one leg on a balance beam with eyes open, one-legged stationary hop, dropping and catching a ball with both hands, and knee or full push-ups and sit-ups. Participant height and weight were assessed using a portable stadiometer and digital pediatric scale.

The dependent variable was the BOT-2 SF scores. Gender (male vs. female), BMI (underweight or normal vs. overweight or obese), socioeconomic status, organized sports participation (yes vs. no), and hours of organized sports per week (≥3 hours vs. < 3 hours) were examined as independent variables.

 

Findings

As a group, the sample homeschool population scored slightly above the BOT-2 SF standardized score scale mean of 50, with an average standardized score of 53.49 (SD = 9.70, range = 31–76). “Six participants (8.2%) were classified as below average, 43 (58.9%) as average, 19 (26.0%) as above average, and five (6.8%) as well above average for their age/gender” (p. 341).

Homeschooled children who participated in 3 or more hours per week of organized sports had significantly higher (better) BOT-2 SF scores as compared with those who did less than 3 hours per week. Also, children whose primary caregiver was unemployed had significantly higher BOT-2 SF scores than those whose primary caregiver was employed.

No other significant differences in standardized score were found between homeschooled subgroups (i.e., male/female, body mass index, organized sports participation, household income, and primary caregiver education level).

 

Summary

First, the researchers found that this one sample of homeschool children had motor skill proficiency scores that were about the same (slightly higher) than the national average of children their age. One should keep in mind that this was not necessarily a representative sample of all homeschool students so no conclusions can be drawn about the overall motor skills of homeschool students in general.

Second, Kabiri and her co-investigators wrote the following:

This study produced several unexpected results. Notably, motor skill proficiency scores in our sample were unaffected by BMI or participation in organized sports but were improved with 3 or more hr/week of organized sports as well as an unemployed primary caregiver. It was originally hypothesized that homeschooled students would demonstrate motor skill proficiency that improved with lower body mass index (BMI). Unlike other published research that showed motor skills to be negatively affected by increased BMI, this study found no difference in motor skill proficiency between underweight/normal children and overweight/obese participants … (p. 341)

They then pointed out, however, that their sample population was largely composed of participants classified as normal by BMI and this may have affected their results. They think more research should explore this unexpected finding.

Although Kabiri and the others were a bit surprised that there were no differences in standardized scores between homeschooled children who participated in organized sports versus those who did not, they did find significant differences when children were divided not simply by participation but rather by time spent in organized sports per week. Those who were engaged in less than the group mean of 3 hours per week scored significantly lower on motor skills scores. Regarding this, they wrote:

These findings suggest that simply participating in organized sports may not enhance motor skill proficiency; rather, a threshold of at least 3 hr per week may be needed for a significant improvement in motor skill proficiency to happen. (p. 343)

Regarding their finding that homeschooled children whose primary caregiver was not employed outside the home scored significantly higher on overall motor proficiency, compared with those whose primary caregiver worked part-time or full-time, the researchers opined, “The reason for this remains largely unclear” (p. 343).

Kabiri et al. have offered the homeschool and scholarly communities some solid food for thought. Acknowledging that there are several limitations to the study, as the researchers stated, what might homeschoolers learn from this? First, homeschool children’s motor skill proficiency may be no better and no worse than that of the average child. Homeschool parents should ask, however, is that good enough? Second, the findings of this study suggest that if parents want their children to have good motor skills, then they should engage their children in at least 3 hours per week of organized sports (or some equivalent of organized sports).

 

Stay tuned for more research on the physical fitness and health of homeschool students.

 

--Brian D. Ray, Ph.D.

National Home Education Research Institute

 

P.S. If you would like a free copy of my new research article, please contact me at mail@nheri.org and ask for “the JSC article.”

 

P.P.S. Your donations help NHERI and Dr. Ray (1) keep up with new research to give you the facts on what is happening in the United States and around the world regarding homeschooling research, freedoms, and insights and (2) be ready to speak to scholars, journalists, courts, policymakers, and parents. NHERI is receiving no tax dollars to do its work and serve the public.

 

Two ways to help NHERI:

1. Send a check to: NHERI, PO Box 13939, Salem OR 97309 (using a check puts the largest percent of your gift to work at NHERI)

2. Donate online.

 

Keywords, Categories, Tags: homeschooling, home schooling, home education, home-based education, demographics, academic achievement, socialization, social development, adulthood, college, university, research, statistics, school choice research.

 

NHERI is a 501(c)(3) nonprofit organization.

Contributions are tax-deductible per law.

NHERI, PO Box 13939, Salem OR 97309 USA   www.nheri.org

 

Copyright © 2018 by Brian D. Ray

 

Endnotes: