Peer-reviewed article
Socioeconomic disparities in physical activity and gross motor skill development among Malaysian primary school children: Implications for child well-being and inclusive development
Md Safwan Samsir, Siti Noor Mawar Abdul Rahman, Nurshahira Ibrahim, Anis Syazatul Najwa Azlan, Nurul Diyana Sanuddin ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study examined how family income affects physical activity levels and motor skill development in Malaysian primary school children aged 7–9 years. Children from higher-income families (M40 and T20 groups) were more likely to be highly physically active than those from lower-income families (B40 group), with 81.8% versus 57.1% being highly active respectively. Motor skill development also varied by income level, with lower-income children showing wider performance differences. The researchers suggest that schools and communities should provide equal opportunities for physical activity and motor skill development, especially for children from poorer families.
Key points
- 81.8% of middle-income children (M40) were highly physically active, compared to 57.1% of low-income children (B40)
- Socioeconomic status had a significant effect on combined outcomes of physical activity and gross motor skill development (p = .030)
- Low-income children (B40) showed wider distribution of motor skill performance, from above average to poor
- Differences in physical activity and motor development likely reflect variations in family resources, recreational opportunities, and supportive environments
- Schools and communities are identified as important settings for providing equitable opportunities for physical activity, particularly for socioeconomically disadvantaged children
Limitations
This was a small cross-sectional study of 68 children in one location (Jengka, Pahang), so findings may not generalise to other regions of Malaysia or different contexts. The study documents associations between socioeconomic status and outcomes but cannot establish causal mechanisms or test specific interventions to address these disparities.
Abstract
Socioeconomic circumstances may influence children's opportunities to participate in physical activity and develop fundamental motor competencies through differences in family resources, recreational opportunities, and supportive environments. This study aimed to examine differences in physical activity levels and gross motor skill development among Malaysian primary school children across family socioeconomic groups and to consider the implications of these differences for child well-being and inclusive development. A cross-sectional study was conducted among 68 primary school children aged 7–9 years in Jengka, Pahang, Malaysia. Physical activity was assessed using the Physical Activity Questionnaire for Older Children (PAQ-C), while gross motor skill development was evaluated using the Test of Gross Motor Development–Second Edition (TGMD-2). Participants were categorized into three family socioeconomic groups: B40, M40, and T20. Descriptive statistics and multivariate analysis of variance (MANOVA) were used to examine differences in physical activity and gross motor skill development across socioeconomic groups. The multivariate analysis demonstrated a significant effect of socioeconomic status on the combined outcomes of physical activity and gross motor skill development (Pillai's Trace = .157, F(4,130) = 2.775, p = .030, partial η² = .079). The proportion of children classified as highly physically active was 81.8% among M40 participants, 77.8% among T20 participants, and 57.1% among B40 participants. Differences were also observed in gross motor skill classifications, with the B40 group displaying a wider distribution of performance from above average to poor. The findings suggest that children's physical activity and gross motor development should be understood within their broader socioeconomic and family environments. Socioeconomic differences may reflect variations in opportunities, resources, and environments that support active participation and motor development. Schools and communities may serve as important settings for providing equitable opportunities for physical activity and motor skill development, particularly for children experiencing socioeconomic constraints.