Field game-based learning as an integrative approach to motor competence in elementary school children: a pre-experimental study
Keywords:
Motor competence, field game-based learning, TGfU, game performance, elementary physical educationAbstract
Background: Motor competence is a key component of physical education, integrating motor skill proficiency and game understanding. However, instructional approaches often separate technical skill development from its contextual application, limiting students’ holistic competence development. Objectives: This study aimed to examine the preliminary effects of a field game-based learning approach on elementary school students’ motor competence. Methods: A pre-experimental one-group pretest–posttest design was employed with 12 elementary school children. Motor skills were assessed using the Test of Gross Motor Development-2 (TGMD-2), while game understanding was measured using the Game Performance Assessment Instrument (GPAI). Data were analysed using paired-sample t-tests and Cohen’s d effect size. Results: The results indicated a statistically significant improvement in motor competence (t = 2.81, p = 0.017), with a large effect size (d = 0.81). Improvements were observed in both motor skill execution and decision-making aspects of game performance. Conclusion: Field game-based learning demonstrates potential as an integrative approach to enhancing motor competence by combining physical and cognitive learning components. However, given the pre-experimental design and small sample size, the findings should be interpreted as preliminary. Further research using more rigorous experimental designs is recommended.
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Author Biographies
Soemardiawan, Department of Sport and Health Education, Faculty of Sports Science and Public Health, Universitas Pendidikan Mandalika, Mataram, Indonesia
Intan Primayanti, Department of Sport and Health Education, Faculty of Sports Science and Public Health, Universitas Pendidikan Mandalika, Mataram, Indonesia
Uray Gustian, Department of Sports Coaching Education, Faculty of Teacher Training and Education, Universitas Tanjungpura, Pontianak, Indonesia
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