Effects of culturally embedded story-based movement training on physical preparedness in early childhood
DOI:
https://doi.org/10.47197/retos.v78.118825Keywords:
fundamental movement skills, school-based intervention , disaster-response preparedness, Early childhood Physical EducationAbstract
Introduction: physical preparedness in early childhood physical education includes reaction ability, locomotor coordination, and balance control that support adaptive movement. culturally embedded approaches may enhance these capacities through structured movement experiences.
Objective: this study aimed to examine the effectiveness of a culturally embedded story-based movement program in improving reaction ability, evacuation efficiency, and balance control as components of disaster-response physical preparedness among kindergarten children.
Methodology: a cluster quasi-experimental pretest–posttest control group design was conducted in 20 kindergartens across 2 provinces in indonesia. a total of 88 children were assigned to experimental and control groups at the school level. the intervention integrated gurindam and pantun as rhythmic cues within structured disaster-response activities during physical education sessions. reaction time, evacuation time, and balance errors were measured before and after the intervention.
Results: the experimental group showed significant improvements in reaction time (3.42 ± 0.65 to 2.58 ± 0.54 seconds, p < .001), evacuation time (8.76 ± 1.20 to 6.95 ± 1.05 seconds, p < .001), and balance errors (3.12 ± 1.04 to 1.54 ± 0.88, p < .001). the control group showed no significant changes (p = .084; p = .072; p = .093). posttest differences between groups were significant across all variables (p < .001).
Conclusions: culturally embedded story-based movement training provides an effective strategy for strengthening physical preparedness and early disaster readiness in kindergarten education.
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