Childhood growth, school play and sport initiation: a systematic review
DOI:
https://doi.org/10.47197/retos.v84.119914Keywords:
Child development , fundamental motor skills, physical education, school play, sport initiationAbstract
Introduction: School-based play is a fundamental learning tool during childhood. Through play, children explore their environment, develop their identity, and naturally acquire essential life skills while simultaneously integrating physical, cognitive, emotional, and social dimensions.
Objective: To evaluate how the development of fundamental motor skills (FMS) during early childhood provides a foundation for sports initiation.
Methods: A systematic review was conducted in accordance with the PRISMA 2020 guidelines. Searches were performed in five databases (Scopus, Web of Science, PubMed, ERIC, and SciELO), supplemented by an updated search. Eleven studies were ultimately included in the qualitative synthesis.
Results: The reviewed studies demonstrated positive associations between play-based experiences and the development of coordination, balance, motor competence, and social interaction. Appropriate stimulation through play significantly contributes to improvements in four fundamental areas of development: coordination, balance, motor competence, and social interaction.
Discussion: These findings are consistent with the existing literature on motor development across the lifespan and highlight the role of FMS as a key mediating variable linking school-based play with participation in sports.
Conclusions: School-based physical education represents a relevant context for promoting motor development and creating opportunities for continued engagement in introductory sports experiences. However, the heterogeneity of the studies limits the ability to establish definitive causal relationships.
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