Study Protocol: The Effect of a Fundamental Motor Skills Intervention in a Preschool Setting on Fundamental Motor Skills and Physical Activity: A Cluster Randomised Controlled Trial

Engel, Alexander; Broderick, Carolyn; Ward, Rachel; Parmenter, Belinda

doi:10.4172/2572-0775.1000129

Cited by 11 publications

(8 citation statements)

References 39 publications

(42 reference statements)

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“…FMS is divided into 3 categories, the ability to propel the body through space, the ability to push or manipulate objects in space, and stability skills or the ability to maintain postural control [17]. Ownership of FMS does not come by itself, it takes a combination of active play and a structured training program to develop FMS [18]. The FMS ability is useful throughout life in carrying out physical activities.…”

Section: Introductionmentioning

confidence: 99%

Investigation of Motor Skills Level of TK Students During the Covid 19 Pandemic

Pranoto¹,

Chaeroni²,

Susanto³

et al. 2022

Proceedings of the 3rd Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2021)

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Possessing motor abilities at a young age has a long-term impact on physical activity. Kindergarten children engaged in online learning, increased screen usage, and spent time at home during the COVID-19 epidemic. There is a lot of research that evaluates the influence of the COVID-19 pandemic on all parts of human existence, but little work that ties it to kindergarten pupils' mobility skills during the epidemic. The scarcity of literature on the development of movement abilities in kindergarten pupils during the COVID-19 epidemic is a reflection of the students' low of motor skills. Objective: To obtain information on the motor skills of kindergarten students during the COVID-19 pandemic as a basis for post-pandemic policy making. The method used in this research is descriptive with a quantitative approach. There were 80 kindergarten students who were sampled with an age range of 4-5 years. Motor skills test conducted using TGMD-2. Results: information obtained on the level of motor skills of kindergarten students during the COVID-19 pandemic was in the Poor category. The results of this study can be used as a basis for developing the motor skills learning process after the COVID-19 pandemic.

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Section: Introductionmentioning

confidence: 99%

Investigation of Motor Skills Level of TK Students During the Covid 19 Pandemic

Pranoto¹,

Chaeroni²,

Susanto³

et al. 2022

Proceedings of the 3rd Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2021)

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“…The age of human development of motor skills ranges from 3 to 6 years [8], [9]. The preschool years are identified as a critical time to develop fundamental motor skills (FMS) [10], where children's movement patterns are not directed and preschoolers who lag in developing FMS are at risk of experiencing continued delays in FMS skills until grade 1 [9]; [11], [12]. Preschool ages appear to be the basis and determinants for the development of more complex motor skills and are perhaps the most promising time in relation to prevention strategies based on improving motor skills [12], [13].…”

Section: Introductionmentioning

confidence: 99%

The Effect of Fundamental Motor Skills Intervention Program on Kindergarten Students

Pranoto¹,

Ma’mun²,

Mulyana³

et al. 2021

saj

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Background: The ability of motor skills becomes the basis for children to master movement skills. There are still many students whose motor skills are below average. Objective: The aim is to compare the fundamental motor skills (FMS) regular program with the intervention FMS program conducted in 12 meetings within 6 weeks in schools. Methods: 80 kindergarten students were sampled and split into two equal groups where 40 students were placed in the control group to receive regular training and the rest 40 students in the intervention group. The test of gross motor development-2 (TGMD-2) was employed while measuring the motor skills through pre-test and post-test approach. Results: There was an increase in motor skills in both learning groups. After testing with the Mann-Whitney test, obtained with the mean range of 21.44 in the regular FMS program which was found lower comparing to the other one of the FMS in the intervention program of 59.56, Sig. equal to 0.000 <0.05, meaning that this discrepancy was statistically significant at p-value = 0.05. These latter findings imply that motor skills were highly increased in the intervention group rather than in those who followed the regular FMS program. Conclusion: The FMS learning through intervention programs is better at improving students' motor skills. Schools can use FMS interventions to improve motor skills, provided that the teacher understands the implementation of the program, implements the program according to the guidelines, students follow the entire learning process.

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“…FMS is a gross and fine movement pattern that involves large and small muscles as building blocks for the more complex movements required to participate in sports, games, or physical activities. [1,2,3,4,5]. FMS must be taught, learned, and strengthened [6].…”

Section: Introductionmentioning

confidence: 99%

The Effect of Fundamental Motor Skills Program on the Character of Kindergarten Students

Pranoto¹,

Chaeroni²,

Susanto³

et al. 2021

IJRP

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Education at an early age has a long-term effect on self-concept. The absence of direct subjects at the Kindergarten (TK) level that teach character values is a challenge for teachers in instilling character values in students. In a wider scope of learning fundamental motor skills (FMS) in kindergarten students have a strategic position to be integrated with other learning. FMS learning that is intervened intentionally by incorporating other teaching material elements such as character allows it to influence the intended domain, but it is not clear how much influence the FMS program intervention has on the character building of kindergarten students.To see the effect of the FMS program intervention which was carried out for 24 meetings for 8 weeks on the character of Kindergarten students. Used is a quasi-experimental design by comparing pre-test data and post-test results. There were 80 students as the sample which were divided into 2 groups where 40 students were the control group and 40 students were the intervention group. The character test uses a validated character instrument. There was an increase in character values in both groups after implementing the FMS program at school, with the intervention FMS group experiencing a significant increase in character values.

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Study Protocol: The Effect of a Fundamental Motor Skills Intervention in a Preschool Setting on Fundamental Motor Skills and Physical Activity: A Cluster Randomised Controlled Trial

Cited by 11 publications

References 39 publications

Investigation of Motor Skills Level of TK Students During the Covid 19 Pandemic

Investigation of Motor Skills Level of TK Students During the Covid 19 Pandemic

The Effect of Fundamental Motor Skills Intervention Program on Kindergarten Students

The Effect of Fundamental Motor Skills Program on the Character of Kindergarten Students

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