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Abstract
This scientific article aims to analyze the development level of Fundamental Motor Skills (locomotion, manipulation, and stability) in first-grade students (6 to 7 years old) at the "Dr. Baltazar Aguirre". Methodologically, it was developed under a quantitative approach, with a descriptive scope and a non-experimental field design. The sample consisted of 50 students (25 boys and 25 girls). Data was collected using a structured observation rubric, adapted from the guidelines of the Test of Gross Motor Development (TGMD-2). The results reveal significant maturational stagnation: 60% of the global average is located in the Elementary Stage. The most critical dimension is manipulation (throwing and catching), where 56% are in the Initial Stage, evidencing a motor deficit strongly associated with current technological sedentary lifestyles. Additionally, 30% showed failures in static balance, which negatively impacts their postural control at school. It is concluded that biological maturation does not guarantee motor competence without guided stimulation. Highlighting the need to strengthen systematic motor development programs within the school context.
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