The Impact of a Daily Object Manipulation Warm-Up on Motor Proficiency in Grade 4 Students

Abstract

Object manipulation skills (OMS) are a key component of motor proficiency and physical literacy, strongly associated with lifelong physical activity (PA). Delays in OMS development can hinder movement competence and confidence, reducing opportunities for participation. This study evaluated the impact of a school-based physical education warm-up targeting OMS on the motor proficiency of Grade 4 students in Alberta. A warm-up format was intentionally chosen as structured pre-lesson routines have been shown to enhance neuromuscular readiness, increase attention, and improve engagement during subsequent PA. By embedding OMS practice in a brief, focused routine at the start of class, students could better prepare for more complex skills during the main physical education (PE) session. Using a single-group pre-post design without a control group, 48 students (28 boys, 20 girls) completed a six-week, 10-minute daily routine of developmentally appropriate throwing, catching, striking, and kicking activities. Motor proficiency was assessed using the Test of Gross Motor Development–Third Edition (TGMD-3), the Bruininks-Oseretsky Test of Motor Proficiency–Second Edition (BOT-2), and the Canadian Agility and Movement Skill Assessment (CAMSA). Significant improvements were observed across all measures, BOT-2 (p = .003, d = 0.45), TGMD-3 (p < .001, d = 0.84), and CAMSA (p < .001, d = 1.32), with both boys and girls demonstrating gains and the gender gap narrowing. Findings support embedding inclusive OMS routines into scheduled PE.