La eficacia del desarrollo de habilidades de movimiento manipulativo a través de actividades de juego en estudiantes de escuela primaria de 10 a 12 años (The Effectiveness of Manipulative Motion Skills Development through Game Activities in Elementary School Students Aged 10-12 Years)
DOI:
https://doi.org/10.47197/retos.v52.102040Palabras clave:
Manipulative motion skills, games, elementary school studentsResumen
El propósito del estudio fue determinar la efectividad del uso de juegos en el desarrollo de habilidades de movimiento manipulativo en estudiantes de escuela primaria de 10 a 12 años. Materiales y métodos. El estudio utilizó un diseño cuasiexperimental, compuesto por 48 estudiantes de clase alta divididos en un grupo de control y un grupo experimental. Esta investigación se llevó a cabo en las escuelas primarias de Koroulon y Jaten (Indonesia). Las pruebas de habilidades de movimiento manipulativo se realizan como prueba previa y posterior. Para analizar los datos, se utilizó MANOVA con un nivel de significancia de 0,05. Los resultados mostraron que los estudiantes del grupo experimental obtuvieron puntuaciones más altas en ambas variables dependientes que el grupo de control. Esto sugiere que el juego manipulativo mejoró significativamente las habilidades de movimiento manipulativo del grupo experimental en comparación con los estudiantes del grupo de control. Las conclusiones de este estudio muestran que el uso de juegos se utiliza de manera muy efectiva en el desarrollo de habilidades de movimiento manipulativo en estudiantes de escuela primaria de 10 a 12 años.
Palabras clave: Habilidades de movimiento manipulativo, juegos, estudiantes de escuela primaria
Abstract. The study purpose was to determine the effectiveness of using games in developing students' manipulative motion skills for elementary school students aged 10-12 years. Materials and methods. The study used a quasi-experimental design, consisting of 48 upper-class students divided into a control group and an experimental group. This research was conducted in Koroulon and Jaten elementary schools (Indonesia). Manipulative motion skills tests are given as pre-test and post-test. To analyze the data, MANOVA were used at a significance level of 0.05. The results showed that the experimental group students had higher scores on both dependent variables than the control group. This suggests that manipulative play significantly improved the experimental group of manipulative motion skills compared to the students in the control group. The conclusions in this study, show that the use of games is very effectively used in developing manipulative motion skills of elementary school students aged 10-12 years.
Keywords: Manipulative motion skills, games, elementary school students
Citas
Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., & Sandford, R. (2009). The educational benefits claimed for physical education and school sport: An academic review. Research Papers in Education, 24(1), 1–27. https://doi.org/10.1080/02671520701809817
Beni, S., Fletcher, T., & Ní Chróinín, D. (2017). Meaningful Experiences in Physical Education and Youth Sport: A Review of the Literature. Quest, 69(3), 291–312. https://doi.org/10.1080/00336297.2016.1224192
Burhanuddin, S., Setiawan, E. ., Isnaini, L. M. Y. ., Jumareng, H. ., & Patah, I. A. . . (2023). Changing the level of mental health and fundamental movement skills on pencak silat athletes through game-based circuit training. Health, Sport, Rehabilitation, 9(3), 50–60. https://doi.org/10.58962/HSR.2023.9.3.50-60
Bukowsky, M., Faigenbaum, A. D., & Myer, G. D. (2014). FUNdamental Integrative Training (FIT) for Physical Education. Journal of Physical Education, Recreation & Dance, 85(6), 23–30. https://doi.org/10.1080/07303084.2014.926842
Casey, A., & MacPhail, A. (2018). Adopting a models-based approach to teaching physical education. Physical Education and Sport Pedagogy, 23(3), 294–310. https://doi.org/10.1080/17408989.2018.1429588
Chen, W., Hammond-Bennett, A., & Hypnar, A. (2017). Examination of motor skill competency in students: Evidence-based physical education curriculum. BMC Public Health, 17(1), 1–8. https://doi.org/10.1186/s12889-017-4105-2
Chen, W., Mason, S., Hammond-Bennett, A., & Zalmout, S. (2016). Manipulative skill competency and health-related physical fitness in elementary school students. Journal of Sport and Health Science, 5(4), 491–499. https://doi.org/10.1016/j.jshs.2015.03.007
Chen, W., Zhu, W., Mason, S., Hammond-Bennett, A., & Colombo-Dougovito, A. (2016). Effectiveness of quality physical education in improving students’ manipulative skill competency. Journal of Sport and Health Science, 5(2), 231–238. https://doi.org/10.1016/j.jshs.2015.04.005
Dimyati, A., Setiawan, E., Dewi, R. K., Meirizal, Y., Gani, R. A., Saputro, Y. D., Satrianingsih, B., Winarno, M. E., & Németh, Z. (2022). The Effect of Movement Games on the Level of Physical Fitness and Mental Health of Students with Disabilities: Mixed Method. Physical Education Theory and Methodology, 22(4), 466–472. https://doi.org/10.17309/tmfv.2022.4.02
Eddy, L. H., Bingham, D. D., Crossley, K. L., Shahid, N. F., Ellingham-Khan, M., Otteslev, A., Figueredo, N. S., Mon-Williams, M., & Hill, L. J. B. (2020). The validity and reliability of observational assessment tools available to measure fundamental movement skills in school-age children: A systematic review. PLoS ONE, 15(8 August 2020), 1–29. https://doi.org/10.1371/journal.pone.0237919
Fisher, A., Reilly, J. J., Kelly, L. A., Montgomery, C., Williamson, A., Paton, J. Y., & Grant, S. (2005). Fundamental movement skills and habitual physical activity in young children. Medicine and Science in Sports and Exercise, 37(4), 684–688. https://doi.org/10.1249/01.MSS.0000159138.48107.7D
Gordon, A. M., & Williams-Browne, K. (2004). Beginnings and Beyond.
Gonçalves-Junior, L., Corrêa, D.-A., & Rodríguez Fernández, J. E. (2018). Vivencia del ocio entre hombres: los juegos de bocha (São Paulo, Brasil) y bolos tradicionales (Boiro, España) (Leisure time experiences among men: bocha´s game (São Paulo, Brazil) and traditional skittles game (Boiro, Spain)). Retos, 33, 129–133. https://doi.org/10.47197/retos.v0i33.55740
Harvey, S., Kirk, D., & O’Donovan, T. M. (2014). Sport Education as a pedagogical application for ethical development in physical education and youth sport. Sport, Education and Society, 19(1), 41–62. https://doi.org/10.1080/13573322.2011.624594
Herțanu M, Soponaru C and Păduraru AE (2023) Formal education vs. informal education in the Roma community—a silent confrontation where nobody wins. Front. Educ. 8:1225113. doi: 10.3389/feduc.2023.1225113
Iivonen, S., & Sääkslahti, A. K. (2014). Preschool children’s fundamental motor skills: A review of significant determinants. Early Child Development and Care, 184(7), 1107–1126. https://doi.org/10.1080/03004430.2013.837897
Isnaini, L. M. Y., Setiawan, E. ., Gani, R. A., Lufthansa, L. ., Gazali, N. ., & Winarno, M. E. . (2023). Aquatic-Based Tabata training: a training system to improve physical fitness of athletes in situational sports. Health, Sport, Rehabilitation, 9(3), 61–73. https://doi.org/10.58962/HSR.2023.9.3.61-73
Jones, C. (2005). Character, virtue and physical education. European Physical Education Review, 11(2), 139–151. https://doi.org/10.1177/1356336X05052893
Juliantine, T., Setiawan, E., Jumareng, H., Gani, R. A., & Asnaldi, A. (2022). Do fundamental movement skills, physical activity and enjoyment among inactive student during the COVID-19 Era improve after exergame?. Journal of Physical Education, 33(1), e-3327. https://doi.org/10.4025/jphyseduc.v33i1.3327
Jumareng, H., Setiawan, E., & Németh, Z. (2022). Augmented Pokemon Go in Times of Covid-19: Does it Have any Effect on Promoting Teenagers’ Physical Activity?. Physical Education Theory and Methodology, 22(3), 360–365. https://doi.org/10.17309/tmfv.2022.3.09
Kalaja, S. P., Jaakkola, T. T., Liukkonen, J. O., & Digelidis, N. (2012). Development of junior high school students’ fundamental movement skills and physical activity in a naturalistic physical education setting. Physical Education and Sport Pedagogy, 17(4), 411–428. https://doi.org/10.1080/17408989.2011.603124
Leasa, M., Corebima, A. D., Ibrohim, & Suwono, H. (2017). Emotional intelligence among auditory, reading, and kinesthetic learning styles of elementary school students in Ambon-Indonesia. International Electronic Journal of Elementary Education, 10(1), 83–91. https://doi.org/10.26822/iejee.2017131889
Lestari, A. T., Zamzami, I. S., Rihatno, T., Dlis, F., Lobo, J., Bachtiar, B., & Setiawan, E. (2023). Blended teaching to improve the mood state and motor performance skills of studentathletes in softball: A randomizedcontrolled trial. Fizjoterapia Polska, 23(3), 96–106. https://doi.org/10.56984/8ZG1433BB
Norqvist, L., Leffler, E. Learning in non-formal education: Is it “youthful” for youth in action?. Int Rev Educ 63, 235–256 (2017). https://doi.org/10.1007/s11159-017-9631-8
MacPhail, A., Tannehill, D., & Goc Karp, G. (2013). Preparing physical education preservice teachers to design instructionally aligned lessons through constructivist pedagogical practices. Teaching and Teacher Education, 33, 100–112. https://doi.org/10.1016/j.tate.2013.02.008
Mujriah, M., Siswantoyo, S., Sukoco, P., Rosa, F. O., Susanto, E., & Setiawan, E. (2022). Traditional Sport Model to Improve Fundamental Movement Skills and Social Attitudes of Students During COVID-19. Physical Education Theory and Methodology, 22(3), 309–315. https://doi.org/10.17309/tmfv.2022.3.02
Muzakki, A., Setiawan, E., Winarno, M. E., Gani, R. A., Yanti, N., Syamsudar, B., & Hofmeister, M. (2023). Increasing Physical Literacy in Pencak Silat Athletes: Two-Months Peer Teaching Model Program in COVID-19 . Physical Education Theory and Methodology, 23(1), 7–14. https://doi.org/10.17309/tmfv.2023.1.01
Nélo, A. M., & Nélo, A. M. (2012). Science Education: Theory and Practice. https://doi.org/10.5748/9contecsi2012/rf-456
Resita, C., Widiastuti, Setiakarnawijaya, Y., Sopiah, O., Lobo, J., Estilo, K., Aryani, M & Setiawan, E. (2023). Rhythmic physical activity to improve the motor abilities of junior students-athlete in gymnastics: randomized control trial. Fizjoterapia Polska, 23(3); 174-180. DOI: https://doi.org/10.56984/8ZG14337C
Robinson, L. E. (2011). The relationship between perceived physical competence and fundamental motor skills in preschool children. Child: Care, Health and Development, 37(4), 589–596. https://doi.org/10.1111/j.1365-2214.2010.01187.x
Rodríguez Fernández, J. E., Oliveira Pereira, B., & Navarro Patón, R. (2019). Análisis de las prácticas lúdicas y tradicionales en la en la zona norte del Camino Central Portugués y su relación con el ámbito educativo (Analysis of game and traditional practices in the north zone of the Central Portuguese Way and their relation to. Retos, 35, 25–30. https://doi.org/10.47197/retos.v0i35.58857
Rosa, M., Lopes, S. L., & Cavaleiro, A. (2022). El desempeño en el juego Laberinto en evaluación de ancianos – estudio piloto (Performance in Maze board game to assess elderly people– pilot study). Retos, 46, 1046–1055. https://doi.org/10.47197/retos.v46.94983
Samsudin, S., Setiawan, E., Abdul Gani, R. ., Winarno, M. ., Anggara Suganda, M., Kardiyanto, D. W. ., & Németh, Z. (2023). Strategies for conducting online-based physical education research during COVID-19: investigate the lecturer’s perception. Health, Sport, Rehabilitation, 9(1), 19–28. https://doi.org/10.34142/HSR.2023.09.01.02
Samsudin, S., Gani, R. A., Setiawan, E., Németh, Z., Kardiyanto, D. W., & Winarno, M. E. (2022). Increasing Physical Activity and Fundamental Movement Skills of Primary School Students during the Covid-19 through Exergame. Physical Education Theory and Methodology, 22(4), 459–465. https://doi.org/10.17309/tmfv.2022.4.01
Singleton, E. (2009). From command to constructivism: Canadian secondary school physical education curriculum and teaching games for understanding. Curriculum Inquiry, 39(2), 321–342. https://doi.org/10.1111/j.1467-873X.2009.00445.x
Sukur, A., Hartono, F.V., Gani, R.A & Setiawan, E. (2023). Mindfulness training in swimming: Efforts to reduce burnout and stress in junior athletes. Fizjoterapia Polska, 23(3); 12-19. DOI: https://doi.org/10.56984/8ZG1436D8
Stolz, S., & Pill, S. (2014). Teaching games and sport for understanding: Exploring and reconsidering its relevance in physical education. European Physical Education Review, 20(1), 36–71. https://doi.org/10.1177/1356336X13496001
Sun, Z., Yao, X., You, J., Du, W., & Luo, L. (2018). Detecting the correlation between mobile learning behavior and personal characteristics among elementary school students. Interactive Learning Environments, 26(8), 1023–1038. https://doi.org/10.1080/10494820.2018.1428633
Trinkūnienė, L., & Kardelienė, L. (2013). Occupational Difficulties At Work of Physical Education Teachers. Baltic Journal of Sport and Health Sciences, 1(88), 88–96. https://doi.org/10.33607/bjshs.v1i88.151
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2023 Retos
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Los autores que publican en esta revista están de acuerdo con los siguientes términos:
- Los autores conservan los derechos de autor y garantizan a la revista el derecho de ser la primera publicación de su obra, el cuál estará simultáneamente sujeto a la licencia de reconocimiento de Creative Commons que permite a terceros compartir la obra siempre que se indique su autor y su primera publicación esta revista.
- Los autores pueden establecer por separado acuerdos adicionales para la distribución no exclusiva de la versión de la obra publicada en la revista (por ejemplo, situarlo en un repositorio institucional o publicarlo en un libro), con un reconocimiento de su publicación inicial en esta revista.
- Se permite y se anima a los autores a difundir sus trabajos electrónicamente (por ejemplo, en repositorios institucionales o en su propio sitio web) antes y durante el proceso de envío, ya que puede dar lugar a intercambios productivos, así como a una citación más temprana y mayor de los trabajos publicados (Véase The Effect of Open Access) (en inglés).
Esta revista sigue la "open access policy" de BOAI (1), apoyando los derechos de los usuarios a "leer, descargar, copiar, distribuir, imprimir, buscar o enlazar los textos completos de los artículos".
(1) http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess