Game-based motor coordination (GBMC): an innovative approach to early childhood development

Rembulan Catra Banyu Biru; Vevi Sunarti; Arischo Mardiansyah

doi:10.47197/retos.v70.113489

Autores/as

Rembulan Catra Banyu Biru Universitas Negeri Padang
Vevi Sunarti Universitas Negeri Padang
Arischo Mardiansyah Universitas Negeri Padang

DOI:

https://doi.org/10.47197/retos.v70.113489

Palabras clave:

Primera infancia, basado en juegos, coordinación motora, pedagogía, intervención, modelo de aprendizaje

Resumen

Introducción: esta investigación es un estudio piloto y evaluará el impacto de un nuevo enfoque del desarrollo en la primera infancia, la coordinación motora basada en el juego (GBMC, por sus siglas en inglés), en los hábitos cognitivos, afectivos y de actividad física y en la coordinación motora de los niños.

Objetivo: Se utilizó un enfoque GBMC para evaluar la eficacia de una intervención de ocho semanas.

Metodología: Participaron un total de 112 alumnos (de entre 7 y 8 años) de dos escuelas públicas. Una escuela sirvió como grupo de intervención (53 alumnos: 27 niños y 26 niñas) y otra como grupo de control (59 alumnos, 29 niños y 30 niñas). La coordinación motora se evaluó mediante pruebas estandarizadas (KTK3+) antes y después de la intervención.

Resultados: un análisis más detallado de la interacción entre los grupos por sexo en las habilidades de coordinación mano-ojo (p = 0,01) reveló una mejora significativa entre los niños del grupo de intervención GBMC en comparación con los niños del grupo de control que recibieron un aprendizaje regular. Los niños del grupo de intervención mostraron mejoras más significativas en la coordinación motora en comparación con el grupo de control en la barra de equilibrio (ηp² = 0,16), los saltos laterales (ηp² = 0,19), los movimientos laterales (ηp² = 0,14) y la coordinación ojo-mano (ηp² = 0,16).

Discusión: Dada la importancia de una coordinación motora bien desarrollada, los profesores de educación infantil y educación física en las escuelas deberían recibir formación sobre cómo implementar un modelo GBMC en sus clases.

Conclusiones: El modelo GBMC mejora eficazmente la coordinación motora y ha sido acogido positivamente por los profesores que participaron en este estudio como un método innovador para apoyar una educación física significativa y estructurada para los alumnos de primaria de Indonesia (de 7 a 9 años).

Citas

Akenhead, R., & Nassis, G. P. (2016). Training Load and Player Monitoring in High-Level Foot-ball: Current Practice and Perceptions. International Journal of Sports Physiology and Perfor-mance, 11(5), 587–593. https://doi.org/10.1123/ijspp.2015-0331

Astuti, Y., Erianti, E., Amsari, D., & Novita Sari, D. (2023). The Effect of Sports Modifications and Mini Games to improve students’ physical fitness in the Adaptive Physical Education Course. Retos, 51(1), 519–525. https://doi.org/10.47197/retos.v51.99975

Baker, K. (2016). Models-Based practice: Learning from and questioning the existing canadian physical education literature. Canadian Journal for New Scholars in Education, 7(2), 47–58. https://journalhosting.ucalgary.ca/index.php/cjnse/issue/view/2211

Biru, R. C. B., Sunarti, V., Zhang, X., & Mardiansyah, A. (2025). The effects of an 8-week play-oriented model on motor coordination in early childhood: Evidence from educational settings. Journal of Physical Education and Sport, 25(3), 562–570. https://doi.org/10.7752/jpes.2025.03061

Borges, E. D. P. A., Praça, G. M., Figueiredo, L. S., Vieira, C. A., & Costa, G. D. C. T. (2022). Promoting tactical-technical actions during small-sided soccer games: A narrative review on constraints’ manipulation within ecological teaching models (Promoción de acciones técnico-tácticas du-rante partidos de fútbol reducidos: una revisión narrativa s. Retos, 45, 566–575. https://doi.org/10.47197/retos.v45i0.91723

Canli, T., Canli, U., Taskin, C., & Aldhahi, M. I. (2023). Motor Coordination in Primary School Students: The Role of Age, Sex, and Physical Activity Participation in Turkey. Children, 10(9), 1524. https://doi.org/10.3390/children10091524

Canli, U., Kurt, C., & Prieto-González, P. (2024). Exploring the Relationship Between Motor Competence and Physical Performance in Preschool Children: A Cross-Sectional Study. Retos, 55, 635–641. https://doi.org/10.47197/retos.v55.104197

Clark, J. E. (2007). On the Problem of Motor Skill Development. Journal of Physical Education, Recrea-tion & Dance, 78(5), 39–44. https://doi.org/10.1080/07303084.2007.10598023

Coppens, E., Laureys, F., Mostaert, M., D’Hondt, E., Deconinck, F. J. A., & Lenoir, M. (2021). Validation of a Motor Competence Assessment Tool for Children and Adolescents (KTK3+) With Normati-ve Values for 6- to 19-Year-Olds. Frontiers in Physiology, 12(June). https://doi.org/10.3389/fphys.2021.652952

Costello, K., & Warne, J. (2020). A four-week fundamental motor skill intervention improves motor skills in eight to 10-year-old Irish primary school children. Cogent Social Sciences, 6(1). https://doi.org/10.1080/23311886.2020.1724065

de Niet, M., Platvoet, S. W. J., Hoeboer, J. J. A. A. M., de Witte, A. M. H., de Vries, S. I., & Pion, J. (2021). Agreement Between the KTK3+ Test and the Athletic Skills Track for Classifying the Funda-mental Movement Skills Proficiency of 6- to 12-Year-Old Children. Frontiers in Education, 6(March), 1–8. https://doi.org/10.3389/feduc.2021.571018

Engels, E. S., & Freund, P. A. (2020). Effects of cooperative games on enjoyment in physical educa-tion—How to increase positive experiences in students? PLoS ONE, 15(12 December), 1–14. https://doi.org/10.1371/journal.pone.0243608

Gallahue, D. L., Ozmun, J. C., & Goodway, J. D. (2012). Understanding Motor Development. McGraw-Hill.

Giuriato, M., Biino, V., Bellafiore, M., Battaglia, G., Palma, A., Baldari, C., Guidetti, L., Gallotta, M. C., Schena, F., & Lanza, M. (2021). Gross Motor Coordination: We Have a Problem! A Study With the Körperkoordinations Test für Kinder in Youth (6–13 Years). Frontiers in Pediatrics, 9(December), 1–12. https://doi.org/10.3389/fped.2021.785990

Hordvik, M., Fletcher, T., Haugen, A. L., Møller, L., & Engebretsen, B. (2024). The process(es) of lear-ning about teaching using models-based practice: Pre-service teachers’ experiences. European Physical Education Review, c. https://doi.org/10.1177/1356336X241282492

Hsiao, H. S., & Chen, J. C. (2016). Using a gesture interactive game-based learning approach to improve preschool children’s learning performance and motor skills. Computers and Education, 95, 151–162. https://doi.org/10.1016/j.compedu.2016.01.005

Karabourniotis, D., Evaggelinou, C., Tzetzis, G., & Kourtessis, T. (2002). Curriculum Enrichment with Self-Testing Activities in Development of Fundamental Movement Skills of First-Grade Children in Greece. Perceptual and Motor Skills, 94(3_suppl), 1259–1270. https://doi.org/10.2466/pms.2002.94.3c.1259

Kiphard, E. J., & Schilling, F. (1974). Körperkoordinationstest für Kinder : KTK.

Kiphard, E. J., & Schilling, F. (2007). Körperkoordinationstest für Kinder : KTK. Göttingen : Beltz Test.

Mardiansyah, A., Bakhtiar, S., & Syafruddin, S. (2024). Effect of game-based motor coordination (GBMC) on enhancing positive experiences for early talent development in primary school. Journal of Physical Education and Sport, 24(8), 2025–2032. https://doi.org/10.7752/jpes.2024.08224

Mardiansyah, A., Bakhtiar, S., Syafruddin, S., Syahputra, R., Pratama Putri, L., Atradinal, A., Mardela, R., Afrian, H., & Pion, J. (2024). Motor coordination in relation to weight status and age in primary school children in Indonesia. Retos, 57, 72–79. https://doi.org/10.47197/retos.v57.104807

Mardiansyah, A., Syafruddin, & Bakhtiar, S. (2023). Assessment of motor competence in Indonesian elementary school children using the Körperkoordinationstest Für Kinder (KTK3+). Journal of Physical Education & Sport, 23(10), 2632–2641. https://doi.org/10.7752/jpes.2023.10301

Morgan, P. J., Barnett, L. M., Cliff, D. P., Okely, A. D., Scott, H. A., Cohen, K. E., & Lubans, D. R. (2013). Fundamental Movement Skill Interventions in Youth: A Systematic Review and Meta-analysis. Pediatrics, 132(5), e1361–e1383. https://doi.org/10.1542/peds.2013-1167

Neira-Navarrete, D., Páez-Herrera, J., Reyes-Amigo, T., Yáñez-Sepúlveda, R., Cortés-Roco, G., Oñate-Navarrete, C., Olivares-Arancibia, J., & Hurtado-Almonacid, J. (2024). Effects of Modified Inva-sion Games on Motor Competence and Self-Assessed Physical Condition in Elementary School Students in the Physical Education Classroom. Children, 11(3), 337. https://doi.org/10.3390/children11030337

Niet, Mark De, Wetzels, V. M. A., Pion, J., Faber, I. R., Platvoet, S. W. J., & Elferink-Gemser, M. T. (2022). Primary School Pupils: Unequal GMC Developmental Pathways in a Single School Year. Chil-dren, 9(7), 964. https://doi.org/10.3390/children9070964

Pan, Y. H., Huang, C. H., & Hsu, W. T. (2023). A comparison of the learning effects between TGfU-SE and TGfU on learning motivation, sport enjoyment, responsibility, and game performance in physi-cal education. Frontiers in Psychology, 14(July). https://doi.org/10.3389/fpsyg.2023.1165064

Platvoet, S., Faber, I. R., de Niet, M., Kannekens, R., Pion, J., Elferink-Gemser, M. T., & Visscher, C. (2018). Development of a Tool to Assess Fundamental Movement Skills in Applied Settings. Frontiers in Education, 3(September), 1–8. https://doi.org/10.3389/feduc.2018.00075

Platvoet, S. W. J., Elferink-Gemser, M. T., Kannekens, R., de Niet, M., & Visscher, C. (2016). Four weeks of goal-directed learning in primary physical education classes. Perceptual and Motor Skills, 122(3), 871–885. https://doi.org/10.1177/0031512516648729

Ravé, G., Granacher, U., Boullosa, D., Hackney, A. C., & Zouhal, H. (2020). How to Use Global Positioning Systems (GPS) Data to Monitor Training Load in the “Real World” of Elite Soccer. Frontiers in Physiology, 11(August). https://doi.org/10.3389/fphys.2020.00944

Sando, O. J., & Sandseter, E. B. H. (2022). Children’s Perception and Utilization of ECEC Physical Envi-ronments. Education Sciences, 12(2). https://doi.org/10.3390/educsci12020088

Smith, Z., Carter, A., Fletcher, T., Déirdre, &, & Chróinín, N. (2023). What is important? How one early childhood teacher prioritised meaningful experiences for children in physical education. Jour-nal of Early Childhood Education Research, 12(1), 126–149.

Stodden, D. F., Goodway, J. D., Langendorfer, S. J., Roberton, M. A., Rudisill, M. E., Garcia, C., & Garcia, L. E. (2008). A Developmental Perspective on the Role of Motor Skill Competence in Physical Ac-tivity: An Emergent Relationship. Quest, 60(2), 290–306. https://doi.org/10.1080/00336297.2008.10483582

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. https://doi.org/10.3390/children8110994

Toering, T., Elferink-Gemser, M. T., Jordet, G., Pepping, G. J., & Visscher, C. (2012). Self-regulation of learning and performance level of elite youth soccer players. International Journal of Sport Psychology, 43(4), 312–325.

Vandorpe, B., Vandendriessche, J., Lefevre, J., Pion, J., Vaeyens, R., Matthys, S., Philippaerts, R., & Le-noir, M. (2011). The KörperkoordinationsTest für Kinder: reference values and suitability for 6-12-year-old children in Flanders. Scandinavian Journal of Medicine & Science in Sports, 21(3), 378–388. https://doi.org/10.1111/j.1600-0838.2009.01067.x

Coordinación motora basada en el juego (GBMC): un enfoque innovador para el desarrollo de la primera infancia

Autores/as

DOI:

Palabras clave:

Resumen

Citas

Descargas

Publicado

Cómo citar

Número

Sección

Licencia

Idioma

Información

Enviar un artículo