<![CDATA[Motor skill development is an important component of elementary physical education, requiring structured and developmentally appropriate learning experiences that provide opportunities for active motor practice. This study examined pretest–posttest changes in motor skills among fifth-grade elementary school students following implementation of the Sport Education model. A pre-experimental one-group pretest–posttest design was employed involving 30 eligible fifth-grade students selected through total sampling. Motor skills were assessed using a test measuring coordination, agility, balance, and speed. The instrument underwent content validity evaluation through expert judgment and demonstrated good reliability (Cronbach’s α = .87). Data were analyzed using descriptive statistics, a normality test, and a paired-samples t-test at a significance level of .05. The mean motor skill score increased from 67.93 (SD = 7.01) at pretest to 83.26 (SD = 6.78) at posttest. The paired-samples t-test revealed a statistically significant difference between the two measurements, t(29) = 10.42, p < .001, with a large effect size (Cohen’s d = 1.90). These findings document positive changes in students’ motor skills following the implementation of Sport Education; however, the one-group pretest–posttest design does not permit definitive causal conclusions. The study provides empirical evidence on motor skill changes in elementary physical education and highlights the potential relevance of structured Sport Education experiences for supporting coordination, agility, balance, and speed among fifth-grade students.]]>
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