This study examined the contributions of age, sex, and balance on maturity of skipping by children in Grades K–8. The subjects were 379 boys and 337 girls (ages 4–14 years) enrolled in a medium-size school system in southeastern Maine. Each subject was individually assessed on skipping as well as static and dynamic balance. To assess the independent statistical contributions of age, sex, static balance, and dynamic balance within each grade, data were subjected to multiple regression analysis. Development of mature form in skipping was related to balance in two isolated but unaccountable instances.
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