Improving Fundamental Movement Skills in Early Childhood through Outdoor Play Based on Gender

Andy Supriady, Agus Mahendra, Dian Budiana, Amung Ma’mun

Abstract


Basic movement skill (FMS) is an important factor that can influence physical activities. Playing outside can support a child overall health, learning process, and basic motor skill development. The purpose of this study was to determine early childhood motor development through outdoor play based on gender differences. This study used an experimental method with a one-group pretest-posttest design. The study population consisted of preschool children aged 5–6 years. The sample included 30 preschool children selected using purposive sampling, consisting of 12 boys and 18 girls. TGMD-2 test instrument was used to measure FMS. The results showed that there was no difference of the effect of the outdoor play program on the basic motor skills (FMS) of boys and girls. Locomotor skills and control objects indicates that there was a significant effect of the program intervention. It concludes that early motor skills of boys and girls were improved after participating in an outdoor play program. According to the result of this study, it is necessary to conduct a more detailed approach on gender differences, especially on their basic motor needs and participations in programmed outdoor activities to encourage the development of basic motor skills (FMS).

 


Keywords


Fundamental motor skills, Gender, Outdoor play

Full Text:

PDF

References


Andersen, E., Borch-Jenssen, J., Øvreås, S., Ellingsen, H., Jørgensen, K. A., & Moser, T. (2017). Objectively measured physical activity level and sedentary behavior in Norwegian children during a week in preschool. Preventive medicine reports, 7, 130-135.

Bandeira, P. F. R., Souza, M. S., Zanella, L. W., & Valentini, N. C. (2017). Impact of motor interventions oriented by mastery motivational climate in fundamental motor skills of children: A systematic review. Motricidade, 13(S1), 50.

Bardid, F., Lenoir, M., Huyben, F., De Martelaer, K., Seghers, J., Goodway, J. D., & Deconinck, F. J. (2017). The effectiveness of a community-based fundamental motor skill intervention in children aged 3–8 years: Results of the “Multimove for Kids” project. Journal of Science and Medicine in Sport, 20(2), 184-189.

Barnett, L. M., Stodden, D., Cohen, K. E., Smith, J. J., Lubans, D. R., Lenoir, M., ... & Morgan, P. J. (2016). Fundamental movement skills: An important focus. Journal of Teaching in Physical Education, 35(3), 219-225.

Belton, S., O’Brien, W., Meegan, S., Woods, C., & Issartel, J. (2014). Youth-Physical Activity Towards Health: evidence and background to the development of the Y-PATH physical activity intervention for adolescents. BMC Public Health, 14, 1-12.

Bolger, L. E., Bolger, L. A., O’Neill, C., Coughlan, E., O’Brien, W., Lacey, S., ... & Bardid, F. (2021). Global levels of fundamental motor skills in children: A systematic review. Journal of Sports Sciences, 39(7), 717-753.

Brian, A., Goodway, J. D., Logan, J. A., & Sutherland, S. (2017). SKIPing with teachers: An early years motor skill intervention. Physical Education and Sport Pedagogy, 22(3), 270-282.

Brian, A., Taunton, S., Lieberman, L. J., Haibach-Beach, P., Foley, J., & Santarossa, S. (2018). Psychometric properties of the Test of Gross Motor Development-3 for children with visual impairments. Adapted Physical Activity Quarterly, 35(2), 145-158.

Bryant, E. S., Duncan, M. J., & Birch, S. L. (2014). Fundamental movement skills and weight status in British primary school children. European journal of sport science, 14(7), 730-736.

Butterfield, S. A., Angell, R. M., & Mason, C. A. (2012). Age and sex differences in object control skills by children ages 5 to 14. Perceptual and Motor Skills, 114(1), 261-274.

Cohen, K. E., Morgan, P. J., Plotnikoff, R. C., Barnett, L. M., & Lubans, D. R. (2015). Improvements in fundamental movement skill competency mediate the effect of the SCORES intervention on physical activity and cardiorespiratory fitness in children. Journal of Sports Sciences, 33(18), 1908-1918.

Crane, J. R., Naylor, P. J., Cook, R., & Temple, V. A. (2015). Do perceptions of competence mediate the relationship between fundamental motor skill proficiency and physical activity levels of children in kindergarten?. Journal of Physical Activity and Health, 12(7), 954-961.

Foweather, L., Knowles, Z., Ridgers, N. D., O’Dwyer, M. V., Foulkes, J. D., & Stratton, G. (2015). Fundamental movement skills in relation to weekday and weekend physical activity in preschool children. Journal of science and medicine in sport, 18(6), 691-696.

Johnstone, A., Hughes, A. R., Janssen, X., & Reilly, J. J. (2017). Pragmatic evaluation of the Go2Play active play intervention on physical activity and fundamental movement skills in children. Preventive Medicine Reports, 7, 58-63.

Kim, C. I., & Lee, K. Y. (2016). The relationship between fundamental movement skills and body mass index in Korean preschool children. European Early Childhood Education Research Journal, 24(6), 928-935.

LeGear, M., Greyling, L., Sloan, E., Bell, R. I., Williams, B. L., Naylor, P. J., & Temple, V. A. (2012). A window of opportunity? Motor skills and perceptions of competence of children in Kindergarten. International Journal of Behavioral Nutrition and Physical Activity, 9(1), 1-5.

MacQuarrie, S., Nugent, C., & Warden, C. (2015). Learning with nature and learning from others: Nature as setting and resource for early childhood education. Journal of Adventure Education & Outdoor Learning, 15(1), 1-23.

Maeng, H., Webster, E. K., Pitchford, E. A., & Ulrich, D. A. (2017). Inter-and intrarater reliabilities of the Test of Gross Motor Development—Third edition among experienced TGMD-2 raters. Adapted Physical Activity Quarterly, 34(4), 442-455.

Martínez-Bello, V. E., & Estevan, I. (2021). Physical activity and motor competence in preschool children. Children, 8(4), 305.

McClintic, S., & Petty, K. (2015). Exploring early childhood teachers’ beliefs and practices about preschool outdoor play: A qualitative study. Journal of early childhood teacher education, 36(1), 24-43.

Morley, D., Till, K., Ogilvie, P., & Turner, G. (2015). Influences of gender and socioeconomic status on the motor proficiency of children in the UK. Human movement science, 44, 150-156.

Pienaar, A. E., Van Reenen, I., & Weber, A. M. (2016). Sex differences in fundamental movement skills of a selected group of 6-year-old South African children. Early Child Development and Care, 186(12), 1994-2008.

Reifsteck, E. J., & Brooks, D. D. (2018). A transition program to help student-athletes move on to lifetime physical activity. Journal of Sport Psychology in Action, 9(1), 21-31.

Rush, L. (2014). Learning through play, the old school way: Teaching information ethics to millennials.

Sjöblom, P., & Svens, M. (2019). Learning in the Finnish outdoor classroom: Pupils’ views. Journal of Adventure Education and Outdoor Learning, 19(4), 301-314.

Sutapa, P., Pratama, K. W., Rosly, M. M., Ali, S. K. S., & Karakauki, M. (2021). Improving motor skills in early childhood through goal-oriented play activity. Children, 8(11), 994.

Temple, V. A., Crane, J. R., Brown, A., Williams, B. L., & Bell, R. I. (2016). Recreational activities and motor skills of children in kindergarten. Physical Education and Sport Pedagogy, 21(3), 268-280.

Vale, S., Ricardo, N., Soares‐Miranda, L., Santos, R., Moreira, C., & Mota, J. (2014). Parental education and physical activity in pre‐school children. Child: care, health and development, 40(3), 446-452.

Valentini, N. C. (2012). Journal of Motor Behavior. Journal of Motor Behavior, 44(4), 275–280.

Van Capelle, A., Broderick, C. R., van Doorn, N., Ward, R. E., & Parmenter, B. J. (2017). Interventions to improve fundamental motor skills in pre-school aged children: A systematic review and meta-analysis. Journal of Science and Medicine in Sport, 20(7), 658-666.

Venetsanou, F., & Kambas, A. (2016). Motor proficiency in young children: A closer look at potential gender differences. Sage Open, 6(1), 2158244015626226.

Wadsworth, D. D., Johnson, J. L., Carroll, A. V., Pangelinan, M. M., Rudisill, M. E., & Sassi, J. (2020). Intervention strategies to elicit MVPA in preschoolers during outdoor play. International journal of environmental research and public health, 17(2), 650.

Weisgram, E. S., Fulcher, M., & Dinella, L. M. (2014). Pink gives girls permission: Exploring the roles of explicit gender labels and gender-typed colors on preschool children's toy preferences. Journal of Applied Developmental Psychology, 35(5), 401-409.

Wick, K., Leeger-Aschmann, C. S., Monn, N. D., Radtke, T., Ott, L. V., Rebholz, C. E., ... & Kriemler, S. (2017). Interventions to promote fundamental movement skills in childcare and kindergarten: a systematic review and meta-analysis. Sports Medicine, 47, 2045-2068.

Wright, P. M., & Stork, S. (2013). Recommended practices for promoting physical activity in early childhood education settings. Journal of Physical Education, Recreation & Dance, 84(5), 40-43.

Zheng, Y., Ye, W., Korivi, M., Liu, Y., & Hong, F. (2022). Gender Differences in Fundamental Motor Skills Proficiency in Children Aged 3–6 Years: A Systematic Review and Meta-Analysis. International Journal of Environmental Research and Public Health, 19(14), 8318.




DOI: https://doi.org/10.17509/jpjo.v8i2.61277

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Andy Supriady

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

web statistics

View My Stats