Perubahan Keterampilan Gerak Dasar Anak Usia Dini melalui Permainan Gerak Terstruktur: Studi Kuasi-Eksperimental
Abstract
This study describes changes in fundamental movement skills among preschool children participating in a structured movement-play program. A quasi-experimental pretest-posttest design involved 64 children aged approximately 5–6 years from two schools and four intact classes; 32 children received the program and 32 formed a comparison group. The intervention consisted of 16 sessions over eight weeks, twice weekly for 30 minutes. Six skills—running, two-foot jumping, hopping, throwing, catching, and kicking—were assessed using criterion-based observations, producing locomotor, object-control, and total selected FMS scores. The intervention group increased its total score from 16.47 ± 5.57 to 21.50 ± 4.20, whereas the comparison group increased from 16.38 ± 5.56 to 18.53 ± 4.66. Mean changes were +5.03 and +2.16 points, respectively. Larger descriptive improvements were also observed for locomotor and object-control domains. Attendance averaged 89.65%, and most fidelity indicators exceeded 87%, although feedback and sufficient-time criteria were lower. Because only four intact classes were included and no individual randomization or inferential testing was available, findings are interpreted as descriptive evidence of the feasibility and potential of structured movement play.
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Wenden, E. J., Budgeon, C. A., Pearce, N. L., & Christian, H. E. (2024). Organizational readiness and implementation fidelity of an early childhood education and care-specific physical activity policy intervention: Findings from the Play Active trial. Journal of Public Health, 46(1), 158–167. https://doi.org/10.1093/pubmed/fdad221
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Yang, Y., Mao, X., Li, W., Wang, B., & Fan, L. (2025). A meta-analysis of the effect of physical activity programs on fundamental movement skills in 3–7-year-old children. Frontiers in Public Health, 12, 1489141. https://doi.org/10.3389/fpubh.2024.1489141
Alonso-Martínez, L., Ramírez-Vélez, R., García-Hermoso, A., Izquierdo, M., & Alonso-Martínez, A. M. (2025). Improving preschool fundamental motor skills through interventions targeting 24-hour movement behaviors and socioecological factors: A meta-analysis. Journal of Physical Activity and Health, 22(9), 1076–1085. https://doi.org/10.1123/jpah.2024-0704
Branje, K., Stevens, D., Hobson, H., Kirk, S., & Stone, M. (2022). Impact of an outdoor loose parts intervention on Nova Scotia preschoolers’ fundamental movement skills: A multi-methods randomized controlled trial. AIMS Public Health, 9(1), 194–215. https://doi.org/10.3934/publichealth.2022015
Chen, D., Zhao, G., Fu, J., Shun, S., Su, L., He, Z., Chen, R., Jiang, T., Hu, X., Li, Y., & Shen, F. (2024). Effects of structured and unstructured interventions on fundamental motor skills in preschool children: A meta-analysis. Frontiers in Public Health, 12, 1345566. https://doi.org/10.3389/fpubh.2024.1345566
Dobell, A. P., Faghy, M. A., Pringle, A., & Roscoe, C. M. P. (2023). Improving fundamental movement skills during early childhood: An intervention mapping approach. Children, 10(6), 1004. https://doi.org/10.3390/children10061004
Engel, A., Broderick, C., van Doorn, N., Hardy, L., Ward, R., Kwai, N., & Parmenter, B. (2022). Effect of a fundamental motor skills intervention on fundamental motor skill and physical activity in a preschool setting: A cluster randomized controlled trial. Pediatric Exercise Science, 34(2), 57–66. https://doi.org/10.1123/pes.2021-0021
Foweather, L., Crotti, M., Foulkes, J. D., O’Dwyer, M. V., Utesch, T., Knowles, Z. R., Fairclough, S. J., Ridgers, N. D., & Stratton, G. (2021). Foundational movement skills and play behaviors during recess among preschool children: A compositional analysis. Children, 8(7), 543. https://doi.org/10.3390/children8070543
Garn, A. C., & Webster, E. K. (2021). Bifactor structure and model reliability of the Test of Gross Motor Development—3rd edition. Journal of Science and Medicine in Sport, 24(1), 67–73. https://doi.org/10.1016/j.jsams.2020.08.009
Grady, A., Lorch, R., Giles, L., Lamont, H., Anderson, A., Pearson, N., Romiti, M., Lum, M., Stuart, A., Leigh, L., & Yoong, S. L. (2025). The impact of early childhood education and care-based interventions on child physical activity, anthropometrics, fundamental movement skills, cognitive functioning, and social-emotional wellbeing: A systematic review and meta-analysis. Obesity Reviews, 26(2), e13852. https://doi.org/10.1111/obr.13852
Han, X., Zhao, M., Kong, Z., & Xie, J. (2022). Association between fundamental motor skills and executive function in preschool children: A cross-sectional study. Frontiers in Psychology, 13, 978994. https://doi.org/10.3389/fpsyg.2022.978994
Hestbæk, L., Vach, W., Andersen, S. T., & Lauridsen, H. H. (2021). The effect of a structured intervention to improve motor skills in preschool children: Results of a randomized controlled trial nested in a cohort study of Danish preschool children, the MiPS study. International Journal of Environmental Research and Public Health, 18(23), 12272. https://doi.org/10.3390/ijerph182312272
Johnstone, A., McCrorie, P., Cordovil, R., Fjørtoft, I., Iivonen, S., Jidovtseff, B., Lopes, F., Reilly, J. J., Thomson, H., Wells, V., & Martin, A. (2022). Nature-based early childhood education and children’s physical activity, sedentary behavior, motor competence, and other physical health outcomes: A mixed-methods systematic review. Journal of Physical Activity and Health, 19(6), 456–472. https://doi.org/10.1123/jpah.2021-0760
Lindsay, A. R., Starrett, A., Brian, A., Byington, T. A., Lucas, J., & Sigman-Grant, M. (2020). Preschoolers build fundamental motor skills critical to an active lifestyle: The All 4 Kids intervention study. International Journal of Environmental Research and Public Health, 17(9), 3098. https://doi.org/10.3390/ijerph17093098
Malambo, C., Nová, A., Clark, C., & Musálek, M. (2022). Associations between fundamental movement skills, physical fitness, motor competency, physical activity, and executive functions in pre-school age children: A systematic review. Children, 9(7), 1059. https://doi.org/10.3390/children9071059
Martínez-Bello, V. E., & Estevan, I. (2021). Physical activity and motor competence in preschool children. Children, 8(4), 305. https://doi.org/10.3390/children8040305
Navarro-Patón, R., Brito-Ballester, J., Pueyo Villa, S., Anaya, V., & Mecías-Calvo, M. (2021). Changes in motor competence after a brief physical education intervention program in 4 and 5-year-old preschool children. International Journal of Environmental Research and Public Health, 18(9), 4988. https://doi.org/10.3390/ijerph18094988
Palmer, K. K., Chinn, K. M., Scott-Andrews, K. Q., & Robinson, L. E. (2021). An intervention-related comparison of preschoolers’ scores on the TGMD-2 and TGMD-3. Perceptual and Motor Skills, 128(4), 1354–1372. https://doi.org/10.1177/00315125211013217
Palmer, K. K., Miller, A. L., Meehan, S. K., & Robinson, L. E. (2020). The Motor Skills At Playtime intervention improves children’s locomotor skills: A feasibility study. Child: Care, Health and Development, 46(5), 599–606. https://doi.org/10.1111/cch.12793
Roscoe, C. M. P., Taylor, N., Weir, N., Flynn, R. J., & Pringle, A. (2024). Impact and implementation of an early years fundamental motor skills intervention for children 4–5 years. Children, 11(4), 416. https://doi.org/10.3390/children11040416
Staiano, A. E., Newton, R. L., Beyl, R. A., Kracht, C. L., Hendrick, C. A., Viverito, M., & Webster, E. K. (2022). mHealth intervention for motor skills: A randomized controlled trial. Pediatrics, 149(5), e2021053362. https://doi.org/10.1542/peds.2021-053362
Staples, K. L., Pitchford, E. A., & Ulrich, D. A. (2021). The instructional sensitivity of the Test of Gross Motor Development-3 to detect changes in performance for young children with and without Down syndrome. Adapted Physical Activity Quarterly, 38(1), 95–108. https://doi.org/10.1123/apaq.2020-0047
Starrett, A., Pennell, A., Irvin, M. J., Miedema, S. T., Howard-Smith, C., Goodway, J. D., Stodden, D. F., & Brian, A. (2022). An examination of motor competence profiles in preschool children: A latent profile analysis. Research Quarterly for Exercise and Sport, 93(3), 437–446. https://doi.org/10.1080/02701367.2020.1859440
Telford, R. M., Olive, L. S., & Telford, R. D. (2022). The effect of a 6-month physical literacy intervention on preschool children’s gross and fine motor skill: The Active Early Learning randomised controlled trial. Journal of Science and Medicine in Sport, 25(8), 655–660. https://doi.org/10.1016/j.jsams.2022.04.009
Wenden, E. J., Budgeon, C. A., Pearce, N. L., & Christian, H. E. (2024). Organizational readiness and implementation fidelity of an early childhood education and care-specific physical activity policy intervention: Findings from the Play Active trial. Journal of Public Health, 46(1), 158–167. https://doi.org/10.1093/pubmed/fdad221
Wu, H., Eungpinichpong, W., Ruan, H., Zhang, X., Wang, S., & Ding, C. (2021). Protocol for a quasi-experimental study examining the effect of a ball skills intervention on four domains of preschooler development. Primary Health Care Research & Development, 22, e69. https://doi.org/10.1017/S1463423621000645
Yang, Y., Mao, X., Li, W., Wang, B., & Fan, L. (2025). A meta-analysis of the effect of physical activity programs on fundamental movement skills in 3–7-year-old children. Frontiers in Public Health, 12, 1489141. https://doi.org/10.3389/fpubh.2024.1489141
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2026-11-06
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