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 |
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| Language: | English |
| Authors: | Hassan Kordi (ORCID |
| 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 |
| 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. |
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| ISSN: | 2325-3193 2325-3215 |
| DOI: | 10.1123/jmld.2025-0075 |
