Effect of Multiple Intelligence based Perceptual Motor Activity

Model on Motor Skill of Kindergarten Student

Yudanto

Faculty of Sport Sciences, Universitas Negeri Yogyakarta, Jl. Colombo No. 1 Yogyakarta, Indonesia

Keywords: Motor Perceptual Activity, Motor Skill, Kindergarten Student

Abstract: Motor skill needs to be developed for children at the level of kindergarten. Development can be done

through perceptual motor activities based on multiple intelligences. The research aimed to determine the

effect of multiple intelligences based perceptual motor activity model on kindergarten student motor skill.

This research was pre-experimental research. Research design was done using one group pre-test and

posttest design. Research subjects were 25 kindergarten students. The research instrument was the Test of

Gross Motor Development-2 (TGMD-2) from Ulrich (2000). Data analysis was done using t-test by

comparing the mean results of the pre-test with the mean post test results. Research resulted in all

components of motor skills, namely run, gallop, hop, leap, horizontal jump, slide, striking stationary ball,

stationary dribble, catch, kick, overhand throw, and underhand roll, had significant value of 0.000 <0.05,

so that it could be concluded that there was significant effect of multiple intelligences based perceptual

motor activity model on motor ability of kindergarten students.

1 INTRODUCTION

Preschool is a golden age in the range of

development of an individual's movement. At this

time, children experience extraordinary growth and

development, both in terms of physical,

environmental, cognitive and psychosocial aspects.

Children development takes place in a holistic or

universal process. Therefore, stimulation is

necessary for holistic activities. Stimulation is

needed because not all children experience normal

movement development. Based on the research

done Rachman (2015) related to gross and fine

motor skills in 109 preschool children, the results

showed that in terms of gross motor skills, 19

children were in very good category, 55 children in

good category, 30 children in medium category, and

2 children in less category. Also, in terms of fine

motor skills, 7 children were in very good category,

38 children in good category, 53 children in

medium category, 6 children in less category, and 2

children in very poor category. Based on the

description above, it is necessary to do further

studies on the development of the movement of

preschool children by providing stimulation to help

preschool children achieve the movement

development based on development stage they are

supposed to. Provision of stimulation referred to is

the provision of motor perceptual activities given to

preschool children in physical activities in the

school to ensure the development of their

movements in accordance with the stages of

development of preschool children.

In kindergarten children, forms of physical

activities contain perceptual motoric elements and

are very important to be packaged in the form of

play. This is based on the findings of several

research results, including: 1) perceptual motor

skills have correlation with children's academic

abilities, (Nourbakhsh, 2006: 40); 2) perceptual

abilities in visual, auditory and kinesthetic terms in

children aged 4-6 years has relationship with

academic achievement in terms of reading, spelling,

and mathematics (Dhingra et al., 2010: 143); 3)

programmed physical activity in certain period in

the preschool period has an impact on children's

512

Yudanto, .

Effect of Multiple Intelligence based Perceptual Motor Activity Model on Motor Skill of Kindergarten Student.

DOI: 10.5220/0009789605120516

In Proceedings of the 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science in conjunction with the 2nd Conference on Interdisciplinary Approach in Sports

(YISHPESS and CoIS 2019), pages 512-516

ISBN: 978-989-758-457-2

cognitive skills (Hosseini, et. al., 2011: 764); 4)

appearance in perceptual motor is related to

academic achievement and children who have good

perceptual motor also have good cognitive

(Morales, et. al., 2011: 410); 5) perceptual motor

skills have significant relationship with academic

ability at all three levels of kindergarten children

(Cobb, Chissom, & Davis, 1975: 545); 6) several

studies have shown an association between

intellectual motor perceptual at various age levels

from children to adults, where the relationship is

best demonstrated in children (Thomas & Chissom,

1974: 152); 7) a physical education program that

emphasizes directionality of movement having

influence of perceptual motor development, visual

perception, and readiness (Lipton, 1970); 8) there

is perceptual motor relationship with cognitive

behavior in 63 kindergarten children (Belka &

Williams, 1980: 463), 9) perceptual motor and

reading ability in kindergarten children, indicates

that perceptual motor has direct relationship with

learning and increases children's readiness (Smith,

1970: 44). Perceptual motor program is given, in

the form of jumping into a circle, walking like an

animal, touching and identifying body parts,

climbing balanced beam, and manipulating a ball;

10) children aged 3-6 years is optimal age for

developing perceptual motor (Johnstone & Ramon,

2011: V).

Yudanto (2018) has developed the model for

developing multiple intelligences based through

perceptual motor activities for children in

kindergarten. This research produced a model of

perceptual motor activities consisting of 8 (eight)

theme-based games, namely my personal-themed

game, my family-themed game, my neighborhood-

themed game, animal-themed game, plant-themed

game, vehicle-themed game, universe-themed

game, and my country themed game. For the model

of perceptual motor activities, that has been

developed, it is necessary to do a more in-depth

study to determine the effect on motor skills for

kindergarten students.

2 RESEARCH METHOD

This research was pre-experimental research.

Research design was one group pretest and posttest

design. Research subjects were 25 kindergarten

students. Perceptual motor activity model based on

multiple intelligences for kindergarten students

used in this research was theme-based game,

namely my personal-themed game, my family-

themed game, my neighbourhood-themed game,

animal-themed game, plant-themed game, vehicle-

themed game, universe-themed game, and my

country themed game. This model was given every

day for 4 weeks. Research instrument was Test of

Gross Motor Development-2 (TGMD-2) from

Ulrich (2000). Data analysis used was by t test by

comparing the mean of pre-test results with the

mean of post-test results.

3 RESEARCH RESULT

Table 1. Descriptive Statistics of Motor Skill Improvement

Componet n Pre Test Post Test Persentase (%)

Improvement

Run 25 5.08 1.19 6.8 1.26 33.86

Gallo

25 5.32 1.11 7 1.19 31.58

Hop 25 5.48 1.23 7.44 0.92 35.77

Lea

25 3.52 1.23 4.96 1.17 40.91

Horizontal Jump 25 4.6 1.80 6.76 1.36 46.96

Slide 25 5.16 2.21 6.84 1.57 32.56

Striking a Stationary Ball 25 6.16 1.77 8.4 1.63 36.36

Stationar

Dribble 25 4.16 1.40 5.84 1.43 40.38

Catch 25 3.76 1.74 5.44 1.19 44.68

Kic

25 6.32 1.18 7.84 0.47 24.05

Overhand Throw 25 3.76 1.51 5.4 0.96 43.62

Underhand Roll 25 4.44 1.04 6.16 1.49 38.74

Effect of Multiple Intelligence based Perceptual Motor Activity Model on Motor Skill of Kindergarten Student

513

Table 2. T Test of Motor Skill of Kindergarten Student with Wilcoxon

Component Z Asymp. Sig. (2-tailed)

Run -4.427

0.000

Gallop -.4562

0.000

Hop -4.344

0.000

Leap -4.512

0.000

Horizontal Jump -4.417

0.000

Slide

-3.981

0.000

Striking a Stationary Ball -4.374

0.000

Stationary Dribble -4.304

0.000

Catch -4.304

0.000

Kick -3.920

0.000

Overhand Throw

-4.165

0.000

Underhand Roll -4.288

0.000

The table shows the results of t test for all components of motor skills obtained sig values 0.000 <0.05, it can

be concluded that there is significant influence on perceptual motor activity model based on multiple

intelligences on kindergarten student’s motor skills.

Development of basic movement and its

improvement are important in preschool age. All

normal children are able to develop and learn

various kinds of movements and more complicated

ones. Basic movements are repetitive movements

done continuously from habits and make it as the

basis of their experience and environment. The

development of basic movement is a process to

obtain movement that is constantly evolving based

on: 1) process of developing nerves and muscles

that are also affected by heredity, 2) result of

previous movement experiences, 3) current

movement experience, and 4) movement described

in relation to certain movement patterns.

Aryamanesh & Sayyah (2014: 648) found that early

childhood is a critical period for the development of

basic movement abilities. Basic movement abilities

depend on several internal and external factors,

such as biological, psychological, social,

motivational, cognitive, and others. Intervention of

basic movement abilities in preschool may affect

the mastery of basic movement in elementary

school. Furthermore, Giannakidou, et.al. (2014: 53)

state that basic movement ability at preschool age is

needed in structured and unstructured physical

activity involvement. Exercise for basic movement

skills at the beginning in preschool plays an

important role and describes physical, social and

cognitive developments of children.

Similar opinion is also conveyed in Fisher, et.al.

(2005: 684) claiming that basic movement ability

has significant relationship with daily physical

activities. Hands & Mc Intyre (2015: 1) say that

development of basic mobility in children has an

important role for physical, cognitive and social

development, and is important to build the

foundation for an active lifestyle. Similar opinions

are also expressed by Iivonen (2013: 643-644) by

saying that there was relationship between basic

movement and daily physical activity in preschool

children. Nurtajudin, Rahayu, & Sulaiman, (2015:

155) state that early age is an ideal opportunity for

children to learn developing control over their

muscles and movements. Children at this time still

like movements that are simple in shape such as

jumping, jumping, running, throwing and kicking.

Sujarwo (2010: 36) found that 3-6 years old

children can be considered as a period of learning

skills and development of gross and fine skills.

Hartono, et. al, (2003: 72) stated that for children

who were still in kindergarten, naturally like to

explore their movements and daily activities

dominated by movement activities, need to be given

experience and basic movement skills (locomotor,

non-locomotor, and manipulative) through physical

education. Rumini (2014: 102) stated that physical

activities in childhood are in the form of basic

movements, which include locomotor movement,

stability and manipulative movements that are

packaged in the form of games will be fun.

Sumantri (2015: 36) suggested development of

basic locomotor, non-locomotor, and manipulative

movements play a role in the formation of

children's talents.

YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS

2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

514

In preschool childhood, multilateral activities

need to be given to develop all physical aspects.

Furthermore, Komputerisna & Diana, (2016: 2)

stated that various kinds of gross motor skills in

children provide important role for physical activity

in their lives. Permana, (2013: 25) said that gross

motoric ability is very influential in a child's

development. If they experience delays in motor

skills, the child will likely experience delays in

development and growth. Smith (2014: 10-11)

further stated that before learning basic skills in a

game, children need to master basic motor skills.

Meanwhile Sutapa (2002: 86) stated that right

mastery of the basic movement patterns will be

very beneficial when studying complex movements.

Right basic movement is the foundation for

movement in the smoothing and performance stages

so that they will get their best quality of movement.

Development of basic movement elements in

multiple intelligences based perceptual motor

activity model in this research includes locomotor

movement, non-locomotor movement, and

manipulative movement. Locomotor movement is a

movement to move, where certain body parts move.

Non locomotor movement is a non-migratory

movement, where only certain body parts are

moved but do not move orchange. On the other

hand, manipulative movement is movement that

involves an object to be moved or manipulated.

Development of basic movement elements

contained in the perceptual motor activity model are

1) locomotor basic movement stimulated in

perceptual motor-based physical activity model,

including running, walking, jumping, jumping, and

engklek/ crank game, 2) stimulated non-locomotor

basic movement in perceptual motor-based physical

activity model, including pulling, twisting, and

bending, and 3) stimulated manipulative basic

movements in perceptual motor-based physical

activity model, including throwing, catching,

reflecting, hitting, and kicking.

4 CONCLUSION

The research shows that multiple intelligences based

perceptual motor activity model affects the motor

skills of kindergarten student. Based on this

research, it is expected that teachers can apply the

model of perceptual motor activity based on

multiple intelligences to improve children's motor

skills in kindergarten.

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2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

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