Game-based motor coordination (GBMC): an innovative approach to early childhood development
DOI:
https://doi.org/10.47197/retos.v70.113489Keywords:
early childhood, game-based, motor coordination, pedagogy, intervention, learning modelAbstract
Introduction: this research is a pilot study and will evaluate the impact of a new approach to early childhood development, Game-Based Motor Coordination (GBMC), on children's cognitive, affective, physical activity habits and motor coordination.
Objective: a GBMC approach was used to evaluate the efficacy of an eight-week intervention.
Methodology: A total of 112 students (aged 7 to 8 years) from two public schools participated. One school served as the intervention group (53 students: 27 boys and 26 girls) and one school served as the control group (59 students, 29 boys and 30 girls). Motor coordination was assessed using standardized tests (KTK3+) before and after the intervention.
Results: further analysis of the group-by-gender interaction on hand-eye coordination skills (p = 0.01) revealed a significant improvement among boys in the GBMC intervention group compared to boys in the control group who received regular learning. Children in the intervention group showed more significant improvements in motor coordination compared to the control group in balance beam (ηp² = 0.16), jumping sideways (ηp² = 0.19), moving sideways (ηp² = 0.14), and eye-hand coordination (ηp² = 0.16).
Discussion: Given the importance of well-developed motor coordination, early childhood education and physical education teachers in schools should be taught how to implement a GBMC model into their classes.
Conclusions: The GBMC model effectively enhances motor coordination and is positively received by teachers involved in this study as an innovative method for supporting meaningful and structured physical education for low-grade students in Indonesia (ages 7–9).
References
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
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Rembulan Catra Banyu Biru, Vevi Sunarti, Arischo Mardiansyah
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and ensure the magazine the right to be the first publication of the work as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of authorship of the work and the initial publication in this magazine.
- Authors can establish separate additional agreements for non-exclusive distribution of the version of the work published in the journal (eg, to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Is allowed and authors are encouraged to disseminate their work electronically (eg, in institutional repositories or on their own website) prior to and during the submission process, as it can lead to productive exchanges, as well as to a subpoena more Early and more of published work (See The Effect of Open Access) (in English).
This journal provides immediate open access to its content (BOAI, http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess) on the principle that making research freely available to the public supports a greater global exchange of knowledge. The authors may download the papers from the journal website, or will be provided with the PDF version of the article via e-mail.
