Volume 11, Issue 1 (2023)
Health Educ Health Promot 2023, 11(1): 125-131 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Aliriad H, Soegiyanto S, Setijono H, Sulaiman S. Effect of the Project-based Learning Model, Age, and Motor Educability on Fundamental Motor Skills in Early Children. Health Educ Health Promot 2023; 11 (1) :125-131
URL: http://hehp.modares.ac.ir/article-5-66776-en.html
URL: http://hehp.modares.ac.ir/article-5-66776-en.html
1- Department of Physical Education, Sport, Health and Recreation, Faculty of Educational Sciences, Universitas Nahdlatul Ulama Sunan Giri, East Java, Indonesia
2- Department of Physical Education, Sport, Health and Recreation, Faculty of Sports Science, Universitas Negeri Semarang, Central Java, Indonesia ,Soegiyanto.ks@mail.unnes.ac.id
3- Department of Physical Education, Sport, Health and Recreation, Faculty of Sports Science, Universitas Nahdlatul Ulama Sunan Giri, East Java, Indonesia
4- Department of Physical Education, Sport, Health and Recreation, Faculty of Sports Science, Universitas Negeri Semarang, Central Java, Indonesia
2- Department of Physical Education, Sport, Health and Recreation, Faculty of Sports Science, Universitas Negeri Semarang, Central Java, Indonesia ,
3- Department of Physical Education, Sport, Health and Recreation, Faculty of Sports Science, Universitas Nahdlatul Ulama Sunan Giri, East Java, Indonesia
4- Department of Physical Education, Sport, Health and Recreation, Faculty of Sports Science, Universitas Negeri Semarang, Central Java, Indonesia
Abstract: (1477 Views)
Aims: This study aimed to investigate the effect of the project-based learning model, age, and motor educability on the enhancement of fundamental motor skills in young children.
Materials & Methods: This experimental study with pre-test and post-test design was carried out on students between the ages of 8 and 9, during February and June of 2022, in Semarang, Central Java, Indonesia. Students participated in a 30-week Fundamental Movement Skills program that included one session (about 60 minutes) per week and was presented in community settings by a certified local instructor. The motor skills of students were tested before and after the intervention, and collected data were analyzed using Generalized Linear Model hypothesis testing.
Findings: There were significant differences between the effects of the Project-based Learning Model for games with tools and games without tools (p=0.0001), as well as for high motor educability and low motor educability levels (p=0.031), on the enhancement of fundamental motor skills in post-test. Additionally, there was an interaction between the Project-based Learning Model and the motor educability level on the rise of fundamental motor skills in the post-test, which means that the two factors had an impact on each other's effects on the fundamental motor skills.
Conclusion: Fundamental motor skills are more influenced by games using the Project-based Learning Model paradigm than by games without tools, especially if children have high motor educability.
Materials & Methods: This experimental study with pre-test and post-test design was carried out on students between the ages of 8 and 9, during February and June of 2022, in Semarang, Central Java, Indonesia. Students participated in a 30-week Fundamental Movement Skills program that included one session (about 60 minutes) per week and was presented in community settings by a certified local instructor. The motor skills of students were tested before and after the intervention, and collected data were analyzed using Generalized Linear Model hypothesis testing.
Findings: There were significant differences between the effects of the Project-based Learning Model for games with tools and games without tools (p=0.0001), as well as for high motor educability and low motor educability levels (p=0.031), on the enhancement of fundamental motor skills in post-test. Additionally, there was an interaction between the Project-based Learning Model and the motor educability level on the rise of fundamental motor skills in the post-test, which means that the two factors had an impact on each other's effects on the fundamental motor skills.
Conclusion: Fundamental motor skills are more influenced by games using the Project-based Learning Model paradigm than by games without tools, especially if children have high motor educability.
Keywords: Physical Education [MeSH], Learning [MeSH], Education [MeSH], Motor Skills [MeSH], School [MeSH]
Article Type: Original Research |
Subject:
Health Education and Health Behavior
Received: 2023/01/14 | Accepted: 2023/03/4 | Published: 2023/03/19
Received: 2023/01/14 | Accepted: 2023/03/4 | Published: 2023/03/19
References
1. Logan SW, Ross SM, Chee K, Stodden DF, Robinson LE. Fundamental motor skills: A systematic review of terminology. J Sports Sci. 2018;36(7):781-96. [Link] [DOI:10.1080/02640414.2017.1340660]
2. Hamidi A. The influences of learning model and motor educability in technical learning results and basketball playing skills for junior high school students sport science study program. Bandung: Indonesia University of Education; 2019. [Link]
3. Balaban V. The relationship between objectively measured physical activity and fundamental motor skills in 8 to 11 years old children from the Czech Republic. Montenegrin J Sports Sci Med. 2018;7(2):11-6. [Link] [DOI:10.26773/mjssm.180902]
4. Jiménez-Díaz J, Salazar-Rojas W, Morera M. Age and gender differences in fundamental motor skills (original version in English). Pensar En Movimiento: Revista de Ciencias del Ejercicio y la Salud. 2015;13(2):1-16. [Link] [DOI:10.15517/pensarmov.v13i2.18327]
5. Palmer KK, Harkavy D, Rock SM, Robinson LE. Boys and girls have similar gains in fundamental motor skills across a preschool motor skill intervention. J Motor Learn Dev. 2020;8(3):569-79. [Link] [DOI:10.1123/jmld.2019-0043]
6. Shakty AMO, Muhtar T, Sudrazat A. The relationship of motor educability and motor ability to self-esteem in physical education learning. JUARA: Jurnal Olahraga. 2022;7(3):538-46. [Link] [DOI:10.33222/juara.v7i3.2270]
7. English MC, Kitsantas A. Supporting student self-regulated learning in problem-and project-based learning. Interdiscipl J Problem Based Learn. 2013;7(2):6. [Link] [DOI:10.7771/1541-5015.1339]
8. Kurniawan W, Pramono H, Rumini. Effects of intelligence quotient, emotional quotient, and motor educability on players ability to tact in soccer games. J Phys Educ Sports. 2020;9(1):44-9. [Link]
9. Engel A, Broderick C, van Doorn N, Hardy L, Ward R, Kwai N, et al. Effect of a fundamental motor skills intervention on fundamental motor skill and physical activity in a preschool setting: a cluster randomized controlled trial. Pediatr Exerc Sci. 2021;34(2):57-66. [Link] [DOI:10.1123/pes.2021-0021]
10. Hastie PA, Chen S, Guarino AJ. Health-related fitness knowledge development through project-based learning. J Teach Phys Educ. 2017;36(1):119-25. [Link] [DOI:10.1123/jtpe.2016-0151]
11. Jones D, Innerd A, Giles EL, Azevedo LB. Association between fundamental motor skills and physical activity in the early years: A systematic review and meta-analysis. J Sport Health Sci. 2020;9(6):542-52. [Link] [DOI:10.1016/j.jshs.2020.03.001]
12. Sharma A, Kaur H. An analytical study of motor educability among inter-college and inter-university level foil and epee fencers. Int J Physiol Nutr Phys Educ. 2019;4(1):156-8. [Link]
13. Holfelder B, Schott N. Relationship of fundamental movement skills and physical activity in children and adolescents: A systematic review. Psychol Sport Exerc. 2014;15(4):382-91. [Link] [DOI:10.1016/j.psychsport.2014.03.005]
14. Rawat B, Bangari D. Association of impulsive behavior with motor ability, motor educability and kinesthetic perception among players of individual, team and combat sports. Int J Physiol Nutr Phys Educ. 2019;4(1):1892-5. [Link]
15. Andriani DP, Setyanto NW, Kusuma LTWN. Desain dan Analisis Eksperimen untuk Rekayasa Kualitas. Universitas Brawijaya Press; 2017. [Indonesian] [Link]
16. Pambudi Y, Widiyanto W. Football skills: training methods and motor educability. In: 6th International Conference on Educational Research and Innovation (ICERI 2018). Atlantis Press; 2019. p. 68-71. [Link] [DOI:10.2991/iceri-18.2019.67]
17. Singh T. Motor educability among school level male athletes. Int J Yogic Hum Mov Sports Sci. 2018;3(2):1018-20. [Link]
18. Surya AP, Relmasira SC, Hardini ATA. Penerapan model pembelajaran project based learning (PjBL) untuk meningkatkan hasil belajar dan kreatifitas siswa kelas III SD Negeri Sidorejo Lor 01 Salatiga. Jurnal Pesona Dasar. 2018;6(1). [Indonesian] [Link] [DOI:10.24815/pear.v6i1.10703]
19. Bakhtiar S. Merancang pembelajaran gerak dasar anak. In: Merancang Pembelajaran Gerak Dasar Anak. Padang: UNP Press; 2015. pp. 1-294. [Link]
20. Gultom HS. Pengembangan model pemanasan berbasis motor educability [Dissertation]. Fakultas Ilmu Keolahragaan; 2021. [Indonesian] [Link]
21. Estrada-Oliver L, Delgado-Gotay K, Colon-Guzman V. Project based-learning and sport education: a Pete project! Strategies. 2021;34(6):51-6. [Link] [DOI:10.1080/08924562.2021.1980304]
22. Van Capelle A, Broderick CR, van Doorn N, Ward RE, Parmenter BJ. Interventions to improve fundamental motor skills in pre-school aged children: A systematic review and meta-analysis. J Sci Med Sport. 2017;20(7):658-66. [Link] [DOI:10.1016/j.jsams.2016.11.008]
23. Sandeep U, Chandrachooda M, Suraya Prabhu S. Compare intelligence and motor educability among high school boys and girls of Kundapura Taluk, Karnataka state. Int J Physiol Nutr Phys Educ. 2018;3(2):747-52. [Link]
24. Sutresna N, Ilmawati H. The correlation between butterfly swimming technique with motor ability and motor educability. In: IOP Conference Series: Materials Science and Engineering. IOP Publishing; 2017. p. 012263. [Link] [DOI:10.1088/1757-899X/180/1/012263]
25. ŞAHİN A. Analysis of sports management students' opinions on project-based learning. Turkish J Sport Exerc. 2018;20(3):245-9. [Link] [DOI:10.15314/tsed.461973]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |