Improvement on Gross Motor Skills of Intellectual Disability Students through Games

Abstract

People with Intellectual Disability (ID) can and do learn new skills, but they learn them more slowly. Children and adults who were consistently retarded were found to be significantly lower than non-retarded people in measures of physical development, gross motor skills, and fine motor skills. The purpose of this study was to determine the effect of games toward gross motor skills on ID students. This study uses a quantitative method with a quasi-experimental design. Subjects were 28 moderate mental retardation students institutionalized at the Gelora Karya Special Needs School Majalengka, West Java, Indonesia. The Sig value obtained was 0.001 and the T-score was 3.774. The value of 0.025 is a significant level obtained from 0.05: 2 = 0.025 and 20 is the degree of freedom (df), namely n-k-1 = 22-1-1 = 20. These results indicate that games have an influence on students' motor skills. Games can develop themselves optimally in physical, motor, social, emotional and cognitive aspects. Moderate mentally retarded students have difficulty doing physical activities or basic movements. They can participate in playing activities but with simple directions, therefore they need practices that can develop their physical motor skills.

Effects of Physical Education on students with intellectual disabilities. A systematic review Autores/as

“…2020;Moreno et al, 2019;Vílchez et al, 2018). It should also be noted that a significant number of studies in school contexts have been conducted in specific special education centres or units (Fernandes et al, 2022;Ferreira & Munster, 2017;Hansen et al, 2021;Jang, 2020;Priyono et al, 2021;Wu et al, 2021). This diversity is also evident in the characteristics of the samples: in terms of size, some actions were carried out with groups of less than ten participants (Ferreira & Munster, 2017), while others had more than a thousand students (Furrer et al, 2020); in terms of age or educational level of the participants, there were no studies with preschool students, and secondary school students (Abellán et al, 2018) and university students (Muñoz et al, 2020) predominated.…”

“…In terms of objectives, the approaches demonstrate the potential of Physical Education. In addition to the development of physical skills (Fernandes et al, 2022;Hansen et al, 2021;Priyono et al, 2021;Wu et al, 2021;Xu et al, 2020), there are studies that focus on social (Cañadas & Calle-Molina, 2020;Carvalho et al, 2020;Ferreira & Munster, 2017), moral (Vilchez et al, 2018, emotional and cognitive (Krutsevich et al, 2020), and vital issues such as inclusion (Furrer et al, 2020;Muñoz et al, 2020) The control group did 2 sessions of PE.…”

Be More Active with Traditional Games: Traditional Review

“…With a positive and stable self-concept, they achieve proficiency in motor skills. 29 Executing traditional games significantly improves the motor performance of school-aged children. 30 Utilizing fundamental skills (basic movements) such as throwing, catching, colliding, running, jumping, spinning, and considering physical readiness factors like balance, coordination, flexibility, strength, muscular endurance, and cardiorespiratory endurance, will effectively improve physical literacy and promote a healthy, active lifestyle.…”

Analysis of Fine Motor Skills Using the Coloring Method in Students with Mental Impairment Mustika Home Schooling

“…Seorang anak tunagrahita mempunyai kemampuan mengerjakan tugas sekolah untuk tujuan yang fungsional, mampu melakukan keterampilan mengurus dirinya sendiri (self-help), di lain sisi juga perubahan pewarnaan (Priyono, Sahudi, & Hendrayana, 2021). Hal tersebut sesuai dengan apa yang dilakukan Dastan dan Arjuna, yang awalnya mewarnai sedikit banyak keluar garis, perlahan terjadi penajaman pada warna dan tidak keluar garis atau bangun, dalam hal ini otot-otot kecil pada tangan Dastan dan Arjuna terkoordinasi dengan baik.…”