The aim of this study was to investigate the effects of different contexts on fundamental motor skill development and on somatic growing of children in kindergarten. Fifty children participated in this study: 25 received physical education from a specialized teacher and 25 children received activities from a non-specialized teacher. Children were evaluated at the beginning and end of the school year, regarding anthropometric, skin fold, physical activity level, and TGMD-2. At the beginning of school year, no difference was observed between both groups in any measure. At the end of the year, children who received activities from a non-specialized teacher showed reduced level of physical activities whereas children who received physical education from a specialized teacher maintained the level and presented better fundamental motor skill development. Different contexts of physical education activities do not promote somatic differences along the school year. However, physical education from a specialized teacher improves fundamental motor skill development and maintenance of physical activity enrolment of children in kindergarten.
motor development; fundamental motor skills; physical education
