Fundamental Motor Skill among 6-Year-Old Children in Padang, West Sumatera, Indonesia

Bakhtiar, Syahrial

doi:10.5539/ass.v10n5p155

Cited by 31 publications

(57 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Most studies were conducted in the USA [ 18 , 22 , 51 , 53 , 58 , 61 – 63 , 66 , 82 , 87 ] and Australia [ 33 , 49 , 50 , 70 , 75 , 76 , 95 , 96 , 98 , 100 ]. A total of 21 studies were conducted across Europe (Belgium [ 71 – 73 , 90 , 91 ], Finland [ 48 , 88 , 97 , 99 ], Portugal [ 19 , 64 , 80 ], Denmark [ 59 , 84 ], Greece [ 89 , 93 ], Germany [ 101 ], Ireland [ 81 ], Italy [ 57 ], Northern Ireland [ 83 ] and Norway [ 92 ]), eight in Asia (Hong Kong [ 52 , 55 , 69 ], Bangladesh [ 85 ], India [ 67 ], Indonesia [ 68 ], Japan [ 54 ] and Pakistan [ 74 ]), five in Canada [ 56 , 65 , 77 , 79 , 94 ], two in Brazil [ 23 , 60 ] and a single study each from Israel [ 86 ] and South Africa [ 78 ]. Most study designs were cross-sectional [ 18 , 19 , 22 , 23 , 33 , 49 , 5...…”

Section: Resultsmentioning

confidence: 99%

“…A total of 24 studies used process-oriented assessments. The most commonly used was the Test of Gross Motor Development (TGMD): first edition, three studies [ 53 , 57 , 66 ] and second edition, 15 studies [ 22 , 23 , 49 , 50 , 52 , 56 , 60 , 62 , 63 , 65 , 68 – 70 , 88 , 89 ]. Australian resources were used in six studies (Department of Education Victoria [ 75 , 98 , 100 ] and Get Skilled Get Active [ 33 , 76 , 96 ]; three studies each).…”

Section: Resultsmentioning

confidence: 99%

“…Product-oriented assessments may be favorable towards size and power as they are concerned with the outcome of the movement (i.e., how far, how high), rather than the process of the movement. Although, of the ten studies that did not find sex to be a correlate of object control competence, seven used a process-oriented assessment [ 49 , 50 , 52 , 57 , 60 , 66 , 68 ] and three used a product-oriented assessment [ 83 , 95 , 99 ], so there is no clear pattern favoring one type of assessment instrument over another. It is also likely that sociological factors may explain the difference in object control competence between girls and boys.…”

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Correlates of Gross Motor Competence in Children and Adolescents: A Systematic Review and Meta-Analysis

et al. 2016

View full text Add to dashboard Cite

BackgroundGross motor competence confers health benefits, but levels in children and adolescents are low. While interventions can improve gross motor competence, it remains unclear which correlates should be targeted to ensure interventions are most effective, and for whom targeted and tailored interventions should be developed.ObjectiveThe aim of this systematic review was to identify the potential correlates of gross motor competence in typically developing children and adolescents (aged 3–18 years) using an ecological approach.MethodsMotor competence was defined as gross motor skill competency, encompassing fundamental movement skills and motor coordination, but excluding motor fitness. Studies needed to assess a summary score of at least one aspect of motor competence (i.e., object control, locomotor, stability, or motor coordination). A structured electronic literature search was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement. Six electronic databases (CINAHL Complete, ERIC, MEDLINE Complete, PsycINFO®, Scopus and SPORTDiscus with Full Text) were searched from 1994 to 5 August 2014. Meta-analyses were conducted to determine the relationship between potential correlates and motor competency if at least three individual studies investigated the same correlate and also reported standardized regression coefficients.ResultsA total of 59 studies were identified from 22 different countries, published between 1995 and 2014. Studies reflected the full range of age groups. The most examined correlates were biological and demographic factors. Age (increasing) was a correlate of children’s motor competence. Weight status (healthy), sex (male) and socioeconomic background (higher) were consistent correlates for certain aspects of motor competence only. Physical activity and sport participation constituted the majority of investigations in the behavioral attributes and skills category. Whilst we found physical activity to be a positive correlate of skill composite and motor coordination, we also found indeterminate evidence for physical activity being a correlate of object control or locomotor skill competence. Few studies investigated cognitive, emotional and psychological factors, cultural and social factors or physical environment factors as correlates of motor competence.ConclusionThis systematic review is the first that has investigated correlates of gross motor competence in children and adolescents. A strength is that we categorized correlates according to the specific ways motor competence has been defined and operationalized (object control, motor coordination, etc.), which enables us to have an understanding of what correlates assist what types of motor competence. Indeed our findings do suggest that evidence for some correlates differs according to how motor competence is operationalized.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Correlates of Gross Motor Competence in Children and Adolescents: A Systematic Review and Meta-Analysis

et al. 2016

View full text Add to dashboard Cite

show abstract

“…A study conducted by Sularyo and Akhib in Lombok, Indonesia, demonstrated that most children were delayed in their gross-motor skills, social, language and fine motor development, with these delays increasing across age [13]. Along with this data, some studies in elementary school students in West Sumatera found that elementary school students were delayed on their low motor competence [18,19]. Such data may contribute to increasing sedentary lifestyles among adolescence that leads to an increase in overweight and obesity.…”

Section: Introductionmentioning

confidence: 81%

Developing a Motor Skill-Based Curriculum for Preschools and Kindergartens as a Preventive Plan of Children Obesity in Indonesia

Bakhtiar¹,

Famelia²,

Goodway³

2020

Proceedings of the 4th International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2019)

Self Cite

View full text Add to dashboard Cite

Indonesia has faced malnutrition and noncommunicable issues for years, yet currently Indonesia just joined the ranks of the top ten most obese countries in the world. The trajectory of the rate of obesity is increasing from childhood to adolescence. Physical inactivity is a factor that contributes to this obesity crisis. Therefore, a preventive action should be comprehensively planned in Indonesia, started from the early age. Fundamental motor skills (FMS) have shown a contribution to the likelihood to be physically active. Therefore, the purpose of this study was to develop a structured physical activity program to promote motor skill competence for early childhood to be implemented at preschools and kindergartens. This study reports a preliminary data of pre-schoolers/kindergarteners competence on FMS and a design of motor skill program that has been piloted in Padang, West Sumatera. The initial analysis of over 100 young children showed that young children in Indonesia have low motor skill competence. Therefore, a motor skill program has been designed and piloted. If the results showed the effectiveness of this program to promote children competence on motor skills, it will be implemented in statewide in West Sumatera.

show abstract

“…folding, cutting papers, drawing and patching appropriate pictures). Another preliminary study in ECE centers in Padang city shows that children at age 3 -5 years showed low competence on their fundamental motor skills [11] [12].…”

Section: Introductionmentioning

confidence: 99%

Institute Role of Teachers' Education in Improving the Standard of Development Achievement Rate and Standard of Teacher and Education Personnels of Early Childhood Education

Bakhtiar

Famelia

2018

Proceedings of the International Conference of Early Childhood Education (ICECE 2017)

Self Cite

View full text Add to dashboard Cite

Abstract-Understanding the importance of the education during the early age, the Indonesian government supports the Early Childhood Education (ECE) through Permendiknas 58 Year 2009 on Standards of ECE. This standard include a) The standard of development achievement rate, b) The standard of teachers and education personnel's, c) The standards of content, process, and assessment; and d) The standard of facilities and infrastructure, management, and financing. This paper aims to evaluate the inconsistencies between standard of development achievement rate and the standards of teachers and education personnel's, especially in the competence of motor skills that should be achieved by young children in accordance with the competencies of teachers in teaching it. Furthermore, this paper describes the role of teacher education institution (Lembaga Pendidik Tenaga Kependidikan-LPTK) in preparing candidates for early childhood teachers in meeting the competencies standards of teachers and education personnel, according to Permendiknas number 58 year 2009.

show abstract

Fundamental Motor Skill among 6-Year-Old Children in Padang, West Sumatera, Indonesia

Cited by 31 publications

References 14 publications

Correlates of Gross Motor Competence in Children and Adolescents: A Systematic Review and Meta-Analysis

Correlates of Gross Motor Competence in Children and Adolescents: A Systematic Review and Meta-Analysis

Developing a Motor Skill-Based Curriculum for Preschools and Kindergartens as a Preventive Plan of Children Obesity in Indonesia

Institute Role of Teachers' Education in Improving the Standard of Development Achievement Rate and Standard of Teacher and Education Personnels of Early Childhood Education

Contact Info

Product

Resources

About