Abstract
This study, quantitative and qualitative in approach, investigates the bi-directional relationship between schoolchildren's fundamental motor skills (FMS) and the context. The Test Gross Motor Development 2has been used to evaluate the FMS and direct observations and interviews to investigate the context. The results reveal that 96.6% of children are behind in locomotion skills and 89.8% in object control skills. Analyses supported by the process-context model suggest that the disarray of the exosystem limits FMS development in the microsystems and interferes with the lifestyle and social exchanges of the children. All this leads to the belief that the development of FMS in schoolchildren primarily necessitates changes to the macrosystem (state legislation on education).
KEYWORDS
Social environment; Child development; Motor skills; Students
