The Effect of Movement Education Program on Motor Skills of Children

Özbar, Nurper; Mengütay, Sami; Karacabey, Kürşat; Sevindi, Tarık

doi:10.1080/09735070.2016.11905518

Cited by 4 publications

(3 citation statements)

References 12 publications

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“…Siswa sudah mulai memahami apa saja yang harus mereka lakukan ketika diberikan tugas gerak. Karena program pendidikan gerak memiliki peran mendasar untuk meningkatkan fungsi koordinatif tubuh dan pikiran (Ozbar, Mengutay, Karacabey, & Sevindi, 2016). Oleh karena itu, peneliti akan melanjutkan pembelajaran ini ke tindakan yang selanjutnya untuk melihat hasil yang lebih baik lagi.…”

Section: Gambar 5 Hasil Siklus 2 Tindakanunclassified

Implementasi Model Pendidikan Gerak sebagai Upaya Meningkatkan Kepercayaan Diri Siswa

Arianti

Budiman

Slamet

2020

TEGAR

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This research is motivated by the low self-confidence of students in learning physical education in elementary schools so that requires educators to apply appropriate learning models to overcome these problems. One of the right learning models to increase student confidence is the movement education model. The purpose of this study was to determine the effect of the implementation of the movement education model on student confidence. The method used was Classroom Action Research with 2 cycles, which consisted of 2 meetings each. The study was conducted at SDN 138 Gegerkalong Girang, Bandung City, with class V A samples totaling 29 (11 men and 18 women). The instrument in this study used the observation sheet of student confidence. Based on research data, it can be concluded that students' self-confidence increases.AbstrakStudi ini dilatarbelakangi oleh rendahnya kepercayaan diri siswa dalam pembelajaran pendidikan jasmani di sekolah dasar sehingga mengharuskan pendidik dapat menerapkan model pembelajaran yang tepat untuk mengatasi permasalahan tersebut. Salah satu model pembelajaran yang tepat untuk meningkatkan kepercayaan diri siswa adalah dengan model pendidikan gerak. Tujuan dari studi ini adalah untuk mengetahui pengaruh dari implementasi model pendidikan gerak terhadap kepercayaan diri siswa. Metode yang digunakan adalah Penelitian Tindakan Kelas dengan 2 siklus, yang terdiri dari masing-masing 2 pertemuan. Studi dilakukan di SDN 138 Gegerkalong Girang, Kota Bandung, dengan sampel kelas V A yang berjumlah 29 (11 laki-laki dan 18 perempuan). Instrumen dalam studi ini menggunakan lembar observasi kepercayaan diri siswa. Berdasarkan data hasil studi, dapat disimpulkan bahwa kepercayaan diri siswa meningkat.

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Section: Gambar 5 Hasil Siklus 2 Tindakanunclassified

Implementasi Model Pendidikan Gerak sebagai Upaya Meningkatkan Kepercayaan Diri Siswa

Arianti

Budiman

Slamet

2020

TEGAR

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“…Penanaman nilai-nilai dan perilaku positif di antaranya dapat dilakukan melalui model pendidikan gerak yang menekankan keasadaran diri untuk bereksplorasi (Mahendra, 2017), termasuk di dalamnya mengembangkan nilai kognitif, dengan berbagai pengalaman untuk mengungkapkan kesan pribadi yang menyenangkan (Budiman dan Hidayat, 2011), kreatif, inovatif, terampil, meningkatkan pemahaman terhadap konsep pola langkah (Ozbar, 2016).…”

Section: Pendahuluanunclassified

Implementasi Model Pendidikan Gerak Dalam Pembelajaran Aktivitas Ritmik Pola Langkah Pada Siswa Kelas 5 Sekolah Dasar

Yulfita

Mahendra

Nahduddin³

2018

TEGAR

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This research is driven by the question whether the learning of rhythmic activity on step patterns could be implemented by using movement education or not. This is because the subject of step pattern learning has never or almost never been carried out at all in the school, especially at SDN Pada Asih, Bandung. Therefore, researchers are interested in conducting a study by using Classroom Action Research (CAR) methods, by employing movement education model in the subject. The participants in this study were fifth grade students of Padaasih, totaling 43 students, consisting of 21 male students and 22 female students. The data is collected by means of an observational sheet and analyzed by procentage tendencies. The results of the research in terms of understanding and students ability in performing the steps are as follows: in the first cycle of action I, the average percentage was (37.86%). In cycle I action II, the percentage was (49.58%). In cycle II action I, the average percentage has increased to (63.53%), and in the cycle II action II, the average percentage was (80.56%). It can be concluded that the movement education model can be implemented in the learning of the step pattern to the students of grade 5. AbstrakPenelitian ini dilatar belakangi oleh pertanyaan apakah pembelajaran aktivitas ritmik pola langkah dapat diterapkan melalui model pendidikan gerak pada siswa kelas 5 SDN Padaasih. Hal ini didasari kenyataan bahwa pembelajaran aktivitas ritmik pola langkah masih amat jarang dilakukan, untuk tidak mengatakan tidak pernah sama sekali. Dalam penelitian ini, peneliti menggunakan metode Penelitian Tindakan Kelas (PTK). Pengumpulan data dilakukan dengan menggunakan lembar observasi dan analisisnya digunakan teknik persentase. Partisipan dalam penelitian ini adalah siswa kelas 5 SDN Padaasih tahun ajaran 2018/2019 yang berjumlah 43 siswa, terdiri dari 21 siswa putera dan 22 siswa putri. Hasil penelitian pada siklus I tindakan I menunjukkan pemahaman siswa dalam pembelajaran aktivitas ritmik pola langkah mencapai rata-rata persentase (37,86%). Pada siklus I tindakan II mengalami peningkatan rata-rata persentase menjadi (49,58%) Pada siklus II tindakan I menunjukkan peningkatan rata-rata persentase yaitu (63,53%). Pada siklus II tindakan II menunjukkan peningkatan rata-rata persentase yaitu (80,56%). Penelitian ini menyimpulkan bahwa model pendidikan gerak dapat diimplementasikan pada pembelajaran aktivitas ritmik pola langkah pada siswa kelas 5 SDN Padaasih Tahun Ajaran 2018/2019.

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“…Childhood is a period in which the most permanent and positive contributions to movement skills can be made. [2] It is important for the individual to know how to shape basic movement skills and motor skills from childhood. [3] Motor development; It is evaluated in four main periods: reflex movements (4 months-1 year), primitive movements (1-2 years), basic movements (2-7 years) and sports (special) movement periods (7-14 years) [4], which are modeled as hourglasses.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of the 12-Week Movement Training Program in Terms of Morphological Properties and Motor Development in Children: A Research in Children Aged 7-9

2022

pnr

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Introduction and Aim: Early childhood is the most important period for gaining basic movement skills and improving physical fitness parameters. Physical fitness level is a determinant of health an early age. Influencing one of the physical fitness parameters related to health or performance directly affects physical fitness. The aim of this study was to evaluate the morphological and motor development characteristics of children in the 12-week movement education program, and a research for 7-9 years old childhood was discussed.Material and Methods: A total of 116 male students aged 7-9 participated in the study. A 12-week movement training program was applied to the students participating in the research. Before starting this program, in order to measure morphological features as a pre-test, body fat ratio, height, body weight, body mass index (BMI), head circumference, neck circumference, chest circumference, abdominal circumference, Hip circumference measurements. On the other hand flexibility, horizontal jump, vertical jumping, push-ups, sit-ups, touching the discs, 10 meters sprint, Balance flamingo measurements were taken as a performance characteristics. The same measurements were taken again as a post-test after the 12-week movement training program was over. The data of the research were analyzed in IBM SPSS 25.0 program. The mean and standard deviation statistics of the data were calculated. The "Shapiro-Wilk" test was used to determine whether the data showed normal distribution, and because all variables showed normal distribution, the Repeated Measures ANOVA (intra-group and intergroup comparison) test was performed and the level of significance was stated as P<0.001.Results: When the morphological characteristics were evaluated, there was a significant difference in body weight and body fat percentage within the group, while no significant difference was found in other tests. In the comparison between the groups, a significant difference was found in all tests except body fat percentage. While a significant difference was detected in all tests within the group in performance tests, no significant difference was found between the groups in flexibility, push-ups, sit-ups and sprint values.Conclusion: 12-week movement-based exercise provided improvements in children's motor development and morphological features. Movement education is important for children's morphological characteristics and motor development.

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The Effect of Movement Education Program on Motor Skills of Children

Cited by 4 publications

References 12 publications

Implementasi Model Pendidikan Gerak sebagai Upaya Meningkatkan Kepercayaan Diri Siswa

Implementasi Model Pendidikan Gerak sebagai Upaya Meningkatkan Kepercayaan Diri Siswa

Implementasi Model Pendidikan Gerak Dalam Pembelajaran Aktivitas Ritmik Pola Langkah Pada Siswa Kelas 5 Sekolah Dasar

Evaluation of the 12-Week Movement Training Program in Terms of Morphological Properties and Motor Development in Children: A Research in Children Aged 7-9

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