Culturally Responsive Physical Literacy Intervention for Enhancing Fundamental Movement Skills in Early Childhood: A Sociocultural Learning Approach
DOI:
https://doi.org/10.24667/jcen.v1i2.70Keywords:
Physical Literacy, Movement Skills, Sociocultural Learning, Cultural Pedagogy, Early ChildhoodAbstract
This study investigated the effectiveness of a culturally responsive physical literacy intervention based on a sociocultural learning approach in enhancing fundamental movement skills among children aged 5–6 years. A quasi-experimental pretest–posttest control group design was employed involving 24 kindergarten children selected through purposive sampling with parental consent. The experimental group (n = 12) consisted of children from TK Negeri 4 Yogyakarta, while the control group (n = 12) was drawn from TK Negeri 11 Yogyakarta. The intervention was developed based on Vygotsky’s sociocultural theory and integrated four core dimensions of physical literacy from the Australian Physical Literacy Framework: movement competence, confidence, collaboration, and understanding of rules. Learning activities incorporated culturally responsive pedagogies through storybooks, traditional games, social interaction, and teacher scaffolding. Fundamental movement skills were assessed using the Ball Skills subtest of the Test of Gross Motor Development–Third Edition (TGMD-3). Data were analyzed using the Mann–Whitney U test and the Wilcoxon rank-sum test. The results revealed significant differences between pretest and posttest scores (W = 56.949, p = 0.04384) and between the experimental and control groups at posttest (W = 44.807, p = 0.0004301). These findings indicate that the intervention effectively improved children’s fundamental movement skills. The study highlights the importance of integrating mediated learning, scaffolding, and the Zone of Proximal Development into early childhood physical literacy programs. The intervention is recommended as an innovative and culturally relevant approach to physical education in Indonesian kindergartens.
References
Bai, M., Lin, N., Yu, J., Teng, Z., & Xu, M. (2024). The effect of planned active play on the fundamental movement skills of preschool children. Human movement science, 96, p. 103241. DOI: https://doi.org/10.1016/j.humov.2024.103241.
Barnett, L., Verswijveren, S., Ridgers, N., Tietjens, M., Lander, N., & Abbott, G. (2025). Children with high actual and perceived motor skill competence are more physically active: A pooled latent profile
analysis of cross-sectional data. Journal of Sports Sciences, 43, pp. 821 - 832. DOI: https://doi.org/10.1080/02640414.2025.2477419.
Capio, C. M., Mendoza, N. B., Jones, R. A., Masters, R. S. W., & Lee, K. (2024). The contributions of motor skill proficiency to cognitive and social development in early childhood. Scientific Reports, 14(1), 27956. https://doi.org/10.1038/s41598-024-79538-1
Cole, M., John-Steiner, V., Scribner, S., & Souberman, E. (Eds.). (1978). Mind in society: The development of higher psychological processes (L. S. Vygotsky). Harvard University Press
De Souza, M., Nobre, G., & Valentini, N. (2023). Effect of a motor skill-based intervention in the relationship of individual and contextual factors in children with and without Developmental Coordination Disorder from low-income families. Psychology of sport and exercise, 67, p. 102406. DOI: https://doi.org/10.1016/j.psychsport.2023.102406.
Dilandes, A. A., Syahputra, R., Oktarifaldi, O., Putri, L. P., & Bakhtiar, S. (2022). Perbedaan level kemampuan objek kontrol berdasarkan jenis kelamin dan usia PAUD. Jurnal Pendidikan Jasmani Indonesia, 18(1), 27–35. https://doi.org/10.21831/jpji.v18i1.48464
Feuerstein, R., Rand, Y., & Hoffman, M. B. (1980). Instrumental enrichment: An intervention program for cognitive modifiability. University Park Press.
Flynn, R., Pringle, A., & Roscoe, C. (2023). Direct parent engagement to improve fundamental movement skills in children: A systematic review. Children, 10. DOI: https://doi.org/10.3390/children10071247.
Goodway, J. D., Ozmun, J. C., & Gallahue, D. L. (2019). Understanding motor development: Infants, children, adolescents, adults (8th ed.). Jones & Bartlett Learning.
He, Y., Zhou, L., Liang, W., Liu, Q., Liu, W., & Wang, S. (2024). Individual, family, and environmental correlates of fundamental motor skills among school-aged children: a cross-sectional study in China. BMC Public Health, 24. DOI: https://doi.org/10.1186/s12889-024-17728-2.
Hidayat, Y. (2012). Pengaruh goal setting dan self-monitoring dalam penguasaan keterampilan gerak dan motivasi intrinsic siswa sekolah dasar [The impact of goal setting and self-monitoring on elementary students’ motor skill mastery and intrincsic motivation]. Cakrawala Pendidikan, XXXI(3), pp. 495-511. DOI: https://doi.org/10.21831/cp.v0i3.1554
McDonough, D., Liu, W., & Gao, Z. (2020). Effects of physical activity on children's motor skill development: a systematic review of randomized controlled trials. BioMed Research International. DOI: https://doi.org/10.1155/2020/8160756.
Mohammadi, M., Elahipanah, F., & Amani-Shalamzari, S. (2023). The role of the cultural environment in the development of physical literacy and physical activity of Iranian children. BMC Pediatrics, 23(1), 477. https://doi.org/10.1186/s12887-023-04297-3
Permendikbudristek RI. (2022). Peraturan menteri pendidikan, kebudayaan, riset, dan teknologi nomor 5 tahun 2022 tentang standar kompetensi lulusan pada pendidikan anak usia dini, jenjang pendidikan dasar, dan jenjang pendidikan menengah.
Sport Australia. (2019). The Australian physical literacy framework version 2. https://www.sportaus.gov.au/ data/assets/pdf_file/0019/710173/35455_Physical-Literacy-Framework_access.pdf
Suryadi, D., Nasrulloh, A., Yanti, N., Ramli, R., Fauzan, L., Kushartanti, B., Sumaryanti, S., Suhartini, B., Budayati, E., Arovah, N., Mashud, M., Suganda, M., Sumaryanto, S., Sutapa, P., Abdullah, N., & Fauziah, E. (2023). Stimulation of motor skills through game models in early childhood and elementary school students: systematic review in Indonesia. Retos. DOI: https://doi.org/10.47197/retos.v51.101743.
Sutapa, P., & Suharjana, S. (2019). Improving gross motor skills by gross kinesthetic-and contemporary-based physical activity in early childhood. Cakrawala Pendidikan, 38(3), pp. 540-551. DOI: https://doi.org/10.21831/cp.v38i3.25324
Syafruddin, Bakhtiar, S., & Famelia, R. (2020). Indonesian and American children: Object control skills comparison. International Journal of Psychosocial Rehabilitation, 24(5), 756–761. https://doi.org/10.37200/IJPR/V24I5/PR201744
Wang, M., & Zhang, J. (2022). Research on the application of zone of proximal development theory in school physical education teaching in China. Frontiers in Sport Research, 4(5). https://doi.org/10.25236/FSR.2022.040505
Journal of Comparative Education Nexus
