Teaching strategies for promoting motor creativity and motor skill proficiency in early childhood

Marinšek, Miha; Lukman, Nina

doi:10.1080/1331677x.2021.1974306

Cited by 9 publications

(9 citation statements)

References 17 publications

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“…Learning done through TGfU can motivate students to find novel solutions to motor tasks, which is probably more suitable for facilitating motor creativity (Marinšek & Lukman, 2022). The TGfU model is implemented with an approach to the student as a whole to get a learning experience that leads to improved participation and motivation for students in learning (Bracco et al, 2019).…”

Section: Resultsmentioning

confidence: 99%

Effectiveness of Teaching Games for Understanding (TGfU): Using a modified Kasti game to stimulate elementary school students’ motor skills

Gustian,

Gandasari,

Mahendra

2024

Edu Sportivo: Indonesian j. of Physical Education

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Background Problems: Teaching Games for Understanding (TGfU) is still a challenge for Physical Education (PE) teachers. Teachers are still weak in applying the concept of TGfU to learning and lacking in improving motor skills, so it requires a study to apply the model of TGfU based on the characteristics of the school, the abilities of the students, and the ease of application by the teacher. Research Objectives: The study aims to test the use of the TGfU model using Kasti games to stimulate elementary school students' motor skills. Methods: The research design uses pre-expression with one-group pretest and posttest designs involving 24 students. The experiment implemented field games modified according to the TGfU's concepts and steps. The experiment conducted five meetings with a duration of 80 minutes each. Data collection was done using the Test of Gross Motor Development-2 (TGMD-2) and analysed using descriptive, quantitative, and different tests. Findings/Results: Based on the results of the statistical analysis, it shows that there has been a significant increase in students’ motor skills stimulated by applying learning with the TGfU model and using the Kasti game. Conclusion: The implementation of the TGfU model with the Kasti game approach can be used as an approach to stimulate students' motor skills. Further studies are needed to enhance the potential of TGfU in encouraging teachers to organise PE teaching according to the implemented curriculum, with the aim of encouraging students to actively participate in sports and learn motor skills.

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Section: Resultsmentioning

confidence: 99%

Effectiveness of Teaching Games for Understanding (TGfU): Using a modified Kasti game to stimulate elementary school students’ motor skills

Gustian,

Gandasari,

Mahendra

2024

Edu Sportivo: Indonesian j. of Physical Education

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“…These interventions using different thinking method has the highest practical application for improving the motor creativity of children in the game-based setting. Indeed, it is important to develop strategies that allow children to select motor responses for a given task (Marinšek & Lukman, 2022). It is hypothesized that convergent and divergent learning based on the games presented will enable children to perform creative actions in a diverse range of specific sports situations and perhaps even beyond.…”

Section: Discussionmentioning

confidence: 99%

The effect of games based on divergent and convergent thinking on motor competence and creativity in children aged 7-8 years

Alipour¹,

Dehkordi²,

Entezari³

2023

Acta Gymnica

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Background: Children's creativity and motor competence are expandable factors that are related to convergent and divergent thinking processes. Objective: This study aimed to investigate the effect of games based on divergent and convergent thinking on motor competence and creativity in children aged 7-8 years. Methods: Participants aged 7.41 ± 0.39 years (n = 34) were selected based on inclusion criteria and were divided randomly into three groups (divergent thinking, convergent thinking, and control). Participants performed their group interventions in eighteen training sessions (six weeks period). The nonlinear training approach was used to manipulate divergent thinking and linear training was used in the group of manipulating convergent thinking. Each child completed the Movement Assessment Battery for Children -Second Edition to assess motor competence. The Bertsch Test was used to assess motor creativity. Results: In motor competence, the results revealed significant main effects for groups (p < .001) and time (p < .001) as well as significant groups by time interaction effect (p < .001). The divergent thinking group (M = 32.50) was significantly better than the control group (M = 24.79, p < .001), and the convergent thinking group (M = 28.81, p = .003). In motor creativity, the results revealed significant main effects for groups (p < .001) and time (p < .001) as well as significant groups by time interaction effect (p < .001). The divergent thinking group (M = 13.27, p < .001) and the convergent thinking group (M = 12.36, p = .016) were significantly better than the control group (M = 10.63). However, no significant difference was found between the divergent thinking and convergent thinking groups. Conclusions: Physical education teachers and educators are recommended to use the divergent thinking training approach to promote students' motor competence. Also, simple adjustments in the exercise program in the form of games can help children's motor creativity. However, more research is suggested to explore divergent and convergent learning mechanisms.

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“…Physical education is the most important part of the overall system of education, training and treatment (Foster, Scott, Tiderius, & Dobbs, 2020;Yamato et al, 2020). The basis of the physical education of these children is ontogenetically consistent stimulation of motor development taking into account the qualitatively specific disorders characteristic of different clinical forms of the disease (Abusleme-Allimant et al, 2023;Lorås, 2020;Marinšek & Lukman, 2020). General movement development must be carried out progressively throughout specific activities in order to account for the degree of production of fundamental motor functions.…”

Section: Adaptive Physical Educationmentioning

confidence: 99%

Task-oriented training effect on promoting motor skills and daily physical activities in learners with musculoskeletal impairment

Baygaliev,

Butabayeva,

Autayeva

et al. 2024

JEELR

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Children frequently suffer from motor impairments which hinder their development. Every movement requires stability therefore; musculoskeletal malfunction leads to poor movement. Task-oriented training is one of many methods and techniques used to promote motor skills and daily physical activities in children. The present study's goal is to investigate how task-oriented training contributes to developing motor skills and daily physical activities in learners with cerebral palsy. The study employed a mixed- data collection strategy. The study included a total of 12 students with cerebral palsy. The promotion of a child's motor abilities and regular physical activity can be accomplished with the help of task-oriented training. The study's findings supported our hypothesis that task-oriented training that has been devised and a series of exercises to increase range of motion (flexibility) led to positive dynamics in all groups of indicators regardless of the severity of the pathology. The proposed program allowed children to increase muscle strength and range of motion in the joints. Thus, after the experimental work, the functional state of the musculoskeletal system improved and qualitative and significant changes occurred in the independence of learners. It is suggested that teachers use task-oriented training when instructing school-age children who have this disorder.

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Teaching strategies for promoting motor creativity and motor skill proficiency in early childhood

Cited by 9 publications

References 17 publications

Effectiveness of Teaching Games for Understanding (TGfU): Using a modified Kasti game to stimulate elementary school students’ motor skills

Effectiveness of Teaching Games for Understanding (TGfU): Using a modified Kasti game to stimulate elementary school students’ motor skills

The effect of games based on divergent and convergent thinking on motor competence and creativity in children aged 7-8 years

Task-oriented training effect on promoting motor skills and daily physical activities in learners with musculoskeletal impairment

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