Gross Motor Development in Preschoolers through Conductivist and Constructivist Physical Recreational Activities: Comparative Research

Abstract

Developing gross motor function implies strengthening the basic body position and the balance associated with posture and mobility, for which different teaching models and psycho-pedagogical interventions are applied. Objective: to develop gross motor function in male preschoolers through physical recreational activities based on conductivist (Group 1) and constructivist (Group 2) teaching and determine the best teaching paradigm. Two basic skills were studied in two homogeneous independent samples (walking: w = 0.641; running: w = 0.556), selecting 25 children for each group (3–4 years) through the use of intentional sampling. The gross skills evaluation was based on norms established by the Education Ministry, including a mood assessment. Results: each group improved their basic skills in the post-test (Group 1: W = 0.001; W = 0.001. Group 2: W = 0.046; W = 0.038), but the conductivist paradigm was superior (w = 0.033; w = 0.027). Group 1 presented better indicators in the motor evaluations “Acquired” and “In Process” than Group 2, and lower percentages in the “Initiated” evaluation than Group 2 in the abilities “walking” as well as “running”, which were significantly different in the “Initiated” evaluation (p = 0.0469) for the walking ability, and significantly different in the “Initiated” and “Acquired” evaluations (p = 0.0469; p = 0.0341, respectively) for the running skill. Conclusions: The conductivist teaching model was superior in terms of gross motor function optimization.

Motor development-focused exercise training enhances gross motor skills more effectively than ordinary physical activity in healthy preschool children: an updated meta-analysis

“…While Foulkes et al’s study ( 23 ) met all eligibility criteria, their statistical reporting cannot be used for the calculation of effect size. Calero-Morales et al examined the effects of a conductive educational model compared to a constructive model on fundamental motor development ( 24 ) but lacked crucial details, such as information on PE curricula, affecting the research’s quality and result validity. Melvin Chung et al’s study ( 25 ) lacked clarity regarding the control group’s inclusion of a physical education class and had incomplete statistical reporting (i.e., the lack of reporting standard deviations) for post-analysis.…”

Gross Motor Levels in Early Childhood Post-Online Learning in the Highlands Region: Cross Sectional Study

“…Locomotor movements which tend to be basic have their own difficulties related to the movement process carried out by children. In the process of developing their movements, the implementation of learning by doing movements which are carried out in a fun way is required (Calero-Morales et al, 2023). Basically, boys and girls at (Fernández-Sánchez et al, 2022).…”

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“…menemukan bahwa lebih dari 50% siswa sekolah dasar memiliki keterampilan motorik kasar di bawah rata-rata, menekankan pentingnya keterampilan ini dalam pendidikan. Selain itu, sebuah penelitian oleh (Calero-Morales et al, 2023) menunjukkan bahwa stimulasi motorik kasar yang tepat, seperti melalui kegiatan seperti lompat tali, dapat secara signifikan meningkatkan perkembangan anak. Selain itu, penelitian Hussain mengungkapkan bahwa mempraktikkan permainan budaya tradisional dalam urutan acak dapat meningkatkan akuisisi dan retensi keterampilan motorik kasar pada anak-anak (Hussain & Cheong, 2022).…”