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Randomized Trial of Face-to-Face versus Online Physical Education on Preschoolers Motor Competence during School Disruptions

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Title: Randomized Trial of Face-to-Face versus Online Physical Education on Preschoolers Motor Competence during School Disruptions
Language: English
Authors: Hassan Kordi (ORCID 0000-0003-4446-2533), Saeed Nazari Kakvandi (ORCID 0000-0002-9151-2401), Hesam Ramezanzade (ORCID 0000-0002-7643-8899)
Source: Journal of Motor Learning and Development. 2026 14(1).
Availability: Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: https://journals.humankinetics.com/view/journals/jmld/jmld-overview.xml
Peer Reviewed: Y
Page Count: 9
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Online Courses, In Person Learning, Electronic Learning, Preschool Education, Preschool Children, Physical Education, Psychomotor Skills, School Closing, Program Effectiveness, Motor Development, Foreign Countries
Geographic Terms: Iran (Tehran)
Assessment and Survey Identifiers: Test of Gross Motor Development
DOI: 10.1123/jmld.2025-0075
ISSN: 2325-3193
2325-3215
Abstract: School closures are commonly implemented during outbreaks of infectious diseases, extreme weather events, and periods of elevated air pollution, primarily as preventive measures to limit transmission and exposure. A randomized controlled trial design was employed, incorporating pre-, posttest, and follow-up assessments. A total of 37 participants were randomly assigned to three groups. Children in both the online and face-to-face groups participated in a structured 12-week PE program. Motor competence was measured using the Test of Gross Motor Development-3. Statistical analysis was performed using mixed-design analysis of variance with Bonferroni post hoc comparisons to assess the interaction and main effects on motor competence. Results indicated that only the face-to-face PE instruction led to significant improvements in locomotor and ball skills from pre- to posttest, and these gains were maintained at follow-up. The online PE program did not produce statistically significant improvements compared with the control group. The findings suggest that in-person instruction remains more effective than online formats for promoting motor competence in preschool children (p ≤ 0.05). These results underscore the need to further refine and evaluate remote PE delivery models to support children's motor development during periods of educational disruption caused by school closures.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508625
Database: ERIC
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  Data: Randomized Trial of Face-to-Face versus Online Physical Education on Preschoolers Motor Competence during School Disruptions
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  Data: <searchLink fieldCode="AR" term="%22Hassan+Kordi%22">Hassan Kordi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4446-2533">0000-0003-4446-2533</externalLink>)<br /><searchLink fieldCode="AR" term="%22Saeed+Nazari+Kakvandi%22">Saeed Nazari Kakvandi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9151-2401">0000-0002-9151-2401</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hesam+Ramezanzade%22">Hesam Ramezanzade</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7643-8899">0000-0002-7643-8899</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Motor+Learning+and+Development%22"><i>Journal of Motor Learning and Development</i></searchLink>. 2026 14(1).
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  Data: Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: https://journals.humankinetics.com/view/journals/jmld/jmld-overview.xml
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  Data: Y
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  Data: 9
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  Data: 2026
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  Data: <searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22In+Person+Learning%22">In Person Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Education%22">Physical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Psychomotor+Skills%22">Psychomotor Skills</searchLink><br /><searchLink fieldCode="DE" term="%22School+Closing%22">School Closing</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Motor+Development%22">Motor Development</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Iran+%28Tehran%29%22">Iran (Tehran)</searchLink>
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  Data: 10.1123/jmld.2025-0075
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  Data: 2325-3193<br />2325-3215
– Name: Abstract
  Label: Abstract
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  Data: School closures are commonly implemented during outbreaks of infectious diseases, extreme weather events, and periods of elevated air pollution, primarily as preventive measures to limit transmission and exposure. A randomized controlled trial design was employed, incorporating pre-, posttest, and follow-up assessments. A total of 37 participants were randomly assigned to three groups. Children in both the online and face-to-face groups participated in a structured 12-week PE program. Motor competence was measured using the Test of Gross Motor Development-3. Statistical analysis was performed using mixed-design analysis of variance with Bonferroni post hoc comparisons to assess the interaction and main effects on motor competence. Results indicated that only the face-to-face PE instruction led to significant improvements in locomotor and ball skills from pre- to posttest, and these gains were maintained at follow-up. The online PE program did not produce statistically significant improvements compared with the control group. The findings suggest that in-person instruction remains more effective than online formats for promoting motor competence in preschool children (p ≤ 0.05). These results underscore the need to further refine and evaluate remote PE delivery models to support children's motor development during periods of educational disruption caused by school closures.
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  Data: 2026
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  Label: Accession Number
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  Data: EJ1508625
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1508625
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1123/jmld.2025-0075
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
    Subjects:
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: In Person Learning
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Physical Education
        Type: general
      – SubjectFull: Psychomotor Skills
        Type: general
      – SubjectFull: School Closing
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Motor Development
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Iran (Tehran)
        Type: general
      – SubjectFull: Test of Gross Motor Development
        Type: general
    Titles:
      – TitleFull: Randomized Trial of Face-to-Face versus Online Physical Education on Preschoolers Motor Competence during School Disruptions
        Type: main
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          Name:
            NameFull: Hassan Kordi
      – PersonEntity:
          Name:
            NameFull: Saeed Nazari Kakvandi
      – PersonEntity:
          Name:
            NameFull: Hesam Ramezanzade
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            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 2325-3193
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              Value: 2325-3215
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              Value: 14
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of Motor Learning and Development
              Type: main
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