This study aims to determine the direct and indirect effects of parental attention, facilities and infrastructure, and learning motivation on motor skills among students at SD Negeri 2 Bengkulu Selatan. The research employed a quantitative approach with a path analysis method. The population comprised all students of SD Negeri 2 Bengkulu Selatan, with a sample of 25 students selected through total sampling. Data were collected using validated questionnaires and analyzed using SPSS version 30.The results indicated that (1) parental attention had a significant direct effect on motor skills (ρyx1 = 0.395; Sig. = 0.044 < 0.05); (2) facilities and infrastructure had no significant direct effect on motor skills (ρyx2 = 0.064; Sig. = 0.742 > 0.05); (3) learning motivation had a significant direct effect on motor skills (ρyx3 = 0.400; Sig. = 0.034 < 0.05). Moreover, the variables of parental attention, facilities and infrastructure, and learning motivation simultaneously contributed 40.3% to motor skills development. It can be concluded that parental attention and learning motivation play dominant roles in enhancing students’ motor skills, whereas the availability of facilities and infrastructure serves a more supportive, indirect function.