Comparative Study of Motor Skills Development Between Urban and Rural Primary School Children in Anambra State

Fundamental motor skills are the building blocks of physical literacy and lifelong physical activity participation, yet their development may be differentially influenced by the environmental and educational contexts of urban and rural settings. This study compares motor skills development between urban and rural primary school children in Anambra State, South East Nigeria. A comparative descriptive design was employed, with 280 children aged 7 to 11 years equally drawn from urban and rural primary schools across four local government areas. Motor skills were assessed using the Test of Gross Motor Development (TGMD-2), evaluating locomotor skills including running, galloping, hopping, and leaping, as well as object control skills including throwing, catching, kicking, and striking. Independent samples t-tests and analysis of variance were applied to examine group differences across age and gender categories. Results indicate statistically significant differences favouring urban children on object control skills, while locomotor skill differences are less pronounced. Urban children benefit from more structured physical education, access to equipment, and diverse movement opportunities. However, rural children demonstrate superior performance on specific locomotor skills attributed to free outdoor play in unstructured environments. Gender differences are minimal at younger ages but widen with age, reflecting differential social expectations and play patterns. Recommendations include structured motor skill development programmes for rural schools and the provision of basic movement equipment. Keywords: motor skills, primary school children, urban, rural, Anambra State