Influence Of Location And Gender On Performance Of Selected Motor Skills Among Secondary School Student
[AWKA SOUTH LOCAL GOVERNMENT AREA, ANAMBRA STATE]

contributions of motor skill acquisitions, enables the child to increase his knowledge as he begins to explore his environment, gain acceptance of peer groups, derive pleasure from participation and thereby contribute to emotional health, gain self confidence, engage in various physical activities rather than on antisocial behaviours. Factors that hugged the motor skill performance are hereditary and experiential. Hereditary provides the potential for growth, whereas environment may develop that growth, directing what actually occurs in the child’s development within the hereditary limits. Another is the level of aspiration of the performer as well as his attitude toward the task to be performed. Again, various performers’ emotions are affected, by joy and happiness, anxiety and fear, stress and sorrow.
Furthermore, sense organs have the ability to detect minor changes in stimuli in motor acts, but such senses, as taste and smell are not involved. The relative performances of boys and girls comparative ages may be attributed to factors such as socio-cultural influences, anatomical physiological differences.
Due to differences in body structure and physiological capacities, women cannot perform at the same level as men in tasks requiring high level of strength, muscular endurance or physical work capacity. Females are found to be superior in those motor skills requiring balance and flexibility whereas males excel in those motor skills requiring speed, strength, power and agility.
Considering the key role of sports in national life and for inculcating national pride in the younger generation, the objective of broad-basing that is universalization or mass participation in sports assumes special significance. It is imperative to ensure that the educational institutions, schools and colleges in urban areas throughout the country are, and remain fully associated with this programme. Suitable measures will be initiated to ensure access to sports equipment of high quality and the approach to import/purchase of equipment in urban areas. Incentives, recognition, and financial security which distinguished sports persons during and after sporting careers, and also motivated the youth in serious pursuit of sports activities must be encouraged. One of the cruelest legacies of rural school sports is its distortion of sport and recreation in our society, the enforced segregation of these activities and the gross neglect in providing facilities for the majority of rural school areas. The Reconstruction and Development Programme (RDP) must facilitate the mobilizing of resources in rural schools to redress inequalities and enhance this vital aspect of our society. Again, ensure that the quantity and quality of physical education is adequate for all children and youth in rural areas.
Furthermore, students in urban schools are normally selected based on their performances in common entrance Examinations. Teachers in these schools are well qualified. School environment affects academic and skill performance but we do not educate directly but indirectly by means of environment and the child is the product of his total environment. The high rate both adult and juvenile delinquencies are not conducive to the academic pursuits of the young children in urban areas. Many writers hold the view that the urban environment is more stimulating and therefore positively influence the academic achievement of students making the urban students do better than rural students.
This concluded that motor skill has been referred to as the very heart and core of the physical education programme because it is through motor performance that most learning and accomplishments attributed to physical education become visible. Due to differences between men and women in body structure and physiological capacities, women often cannot perform at the same level as men in tasks requiring high level of strength, muscular endurance or physical work capacity.
Finally, urban and rural schools are differed in a way that students in urban schools are selected based on their performances in the common entrance examinations. Teachers in these schools are qualified ones. Hence the students here are more opportuned than those in rural schools.