The effects of an 8-week play-oriented model on motor coordination in early childhood: Evidence from educational settings

Abstract

Motor coordination (MC) is essential for early childhood development, particularly in physical activities requiring whole-body movement. Play-based learning has emerged as a key strategy for enhancing student engagement, inclusion, and skill development beyond the preschool years. Game-based motor coordination (GBMC) learning is an effective pedagogical approach that promotes diverse learning results, encourages playoriented participation, and enhances early motor skills and coordination. This study examined the differences in MC between an intervention group using the GBMC learning model and a control group without GBMC over an eight-week period in 7-year-old children. The intervention group (n=25) practiced GBMC for eight weeks, with physical education teachers facilitating GBMC learning through structured instruction. The week before and after, MC was assessed using the KTK3+, and the results were compared to those of a control group (n=27). Children in the intervention group showed more significant improvements in MC compared to the control group in balance beam (d = 0.11), jumping sideways (d = 0.15), moving sideways (d = 0.15), and eye-hand coordination (d = 0.17). This study found that the play-oriented model can improve MC over an eight-week period. Given the importance of well-developed MC, early childhood education and physical education teachers in schools should be taught how to implement a play-oriented model into their classes. To effectively implement a play-oriented model, school communities and teachers need a clear understanding of the concepts of play and learning. The roles and responsibilities of teachers are crucial for the educational benefits associated with this approach. This research can strengthen efforts to position child-centered pedagogy and play-oriented learning at the core of the preschool and primary school education system.