Contextual application of integrative neuromuscular training: motor skill competence in rural primary school children aged 8–10 years

Abstract

Background and Study Aim. Motor skill competence is important for children’s physical and social development. Regular physical education classes may not fully support the improvement of specific motor abilities. Although different training approaches are used in schools, their effectiveness in enhancing fundamental motor skills remains of practical interest. This study investigated the effects of a comprehensive integrative neuromuscular training (INT) program, implemented outside the standard physical education curriculum, on the gross motor skill abilities of children aged 8–10 years. Materials and Methods. The study employed a true experimental design with a pre-test – post-test control group model. A total of 30 children (17 girls and 13 boys) aged 8–10 years voluntarily participated in the study. All participants were enrolled at Samanlı Primary School, located in the central district of Yalova, Türkiye, and had not previously engaged in structured physical activity programs. Based on a priori power analysis (effect size = 0.5, α = 0.05, power = 0.80), a minimum sample size of 27 was determined. The final sample size met this requirement. Participants were randomly assigned to either the experimental group (n = 16) or the control group (n = 14). The experimental group received an INT program three times per week for eight weeks, while the control group did not participate in any additional training. Prior to and following the intervention, all participants were assessed using the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition, Short Form (BOT-2 SF) to evaluate gross motor proficiency. Demographic characteristics such as age, height, and weight were presented. Data analysis was conducted using SPSS 25. Results. At baseline, no significant differences were found between the experimental and control groups in BOT-2 scores (p > 0.05), indicating homogeneity. Following the intervention, the experimental group demonstrated significant improvements in balance, speed–agility, strength, and BOT-2 total scores (all p < 0.05). Between-group comparisons at post-test revealed significantly higher scores in the experimental group for speed–agility (p = 0.038, p = 0.005), strength (p = 0.002), and BOT-2 total (p = 0.003). Effect size analyses indicated large to very large differences favoring the experimental group, with Cohen’s d ranging from 0.79 (large) for SA-1 to 1.22 (very large) for S-2 and 1.18 (very large) for BOT-2 total. In contrast, the control group showed no significant changes in most subtests, except for a modest increase in BOT-2 total scores (p = 0.024). Conclusions. The findings demonstrate that an eight-week INT program effectively enhanced balance, speed–agility, strength, and overall motor proficiency in rural children aged 8–10 years. These improvements were confirmed through standardized assessments using the BOT-2 test, underscoring the program’s potential as a practical approach to support motor development in young populations with limited access to structured physical activity opportunities.