A Quasi-Experimental, School-Based Intervention Study with Pre-Test, Post-Test and Retention Measures

Wadha, Colette (2026) A Quasi-Experimental, School-Based Intervention Study with Pre-Test, Post-Test and Retention Measures. Masters thesis, University of Wales Trinity Saint David.

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Abstract

Rationale: This dissertation investigated the effectiveness of an eight-week SKIP (Successful Kinesthetic Instruction for Pre-schoolers) intervention on the development of fundamental motor skills (FMS) in Year 1 secondary pupils aged 11–12. The study aimed to address three main research questions: firstly, whether pre-test differences existed by group and sex across TGMD-2 and TGMD-3 assessment tools. Secondly, what was the influence of the SKIP intervention on FMS (Fundamental Motor Skills) total, Locomotor (LM), and Object Control (OC) skills? Lastly, to what extent the intervention effects were retained. Four hypotheses (H1a-d) were tested. Design: Using a quasi-experimental design, pupils were allocated to either the SKIP intervention or a wait group. FMS competence was assessed at pre, post, and retention stages using both TGMD-2 and TGMD-3. The data were analysed to compare baseline similarity, group differences, and changes over time. Findings: Findings supported both H1a and H1b: the intervention and wait groups did not differ at the pre-test, and boys outperformed girls in object control but not in locomotor skills. H1c was strongly supported, with the SKIP group showing significant improvements in FMS, particularly locomotor skills, compared to the wait group. H1d received partial support: although some gains were maintained, regression was observed, particularly in object control skills. Conclusion: The study concludes that the SKIP programme can produce meaningful short-term improvements in FMS. However, the gains made during intervention may not be sustained without reinforcement. The findings contribute to theoretical debates surrounding Seefeldt’s proficiency barrier, schema theory, and physical literacy, while highlighting the need for age-appropriate measurement tools. Practical implications emphasise that embedding FMS practice into the everyday Physical Education curriculum, addressing sex disparities, and supporting long-term sustainability through teacher training and school policy would further support FMS in the long term.

Item Type:	Thesis (Masters)
Subjects:	G Geography. Anthropology. Recreation > GV Recreation Leisure L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions:	Theses and Dissertations > Masters Dissertations
Identification Number:	https://doi.org/10.82227/repository.uwtsd.ac.uk.00004147
Depositing User:	Victoria Hankinson
Date Deposited:	13 Mar 2026 16:24
Last Modified:	13 Mar 2026 16:27
URI:	https://repository.uwtsd.ac.uk/id/eprint/4147

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