Socioeconomic disparities in physical activity and gross motor skill development among Malaysian primary school children: Implications for child well-being and inclusive development

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.