Intervensi latihan keterampilan motorik kasar pada fungsi kognitif anak usia prasekolah

https://doi.org/10.22146/ijcn.87167

Inayah Inayah(1), Tri Mei Khasana(2*)

(1) Program Studi Gizi Program Sarjana, Fakultas Ilmu Kesehatan, Universitas Respati Yogyakarta, Indonesia
(2) Program Studi Gizi Program Sarjana, Fakultas Ilmu Kesehatan, Universitas Respati Yogyakarta, Indonesia
(*) Corresponding Author

Abstract


Gross motor skills training on cognitive function in early primary school

Background: Low gross motor skills are associated with low physical activity in preschool and elementary school children. Children's gross motor skills are correlated with obesity and contribute to physical activity participation and physical, social, and cognitive growth.

Objective: This study aims to determine the effect of gross motor skills training intervention on the cognitive function of early elementary school children.

Methods: A quasi-experimental study with a one-group pretest-posttest with a control design. The study involved first-year children from two elementary schools in Pleret, Bantul, DIY, with a total of 90 participants (49 boys, 41 girls) and a mean age of 7 years. The intervention consisted of motor skills training, including obstacle courses and walking on a balance beam, with each session lasting 15 minutes and conducted once a week for nine weeks. Cognitive function in terms of memory and attention abilities was assessed using the Stroop test (Stroop color and word test) and the digit span test (forward and backward)—data analysis using paired sample t-test and independent sample t-test.

Results: The study's results indicated a significant difference in the mean scores of the Stroop test for both the intervention and control groups and the digit span test for the intervention group. The findings suggested that motor skills training intervention significantly positively affected children's cognitive function, particularly with the Stroop test.

Conclusions: Gross motor skill training can enhance the cognitive function of children aged 6-7. Motor skill instruction should be incorporated into preschool and early elementary school programs to help narrow the academic achievement gap.


Keywords


cognitive; early primary school; motor skills; physical activity

Full Text:

PDF


References

  1. Schmidt SCE, Anedda B, Burchartz A, et al. Physical activity and screen time of children and adolescents before and during the COVID-19 lockdown in Germany: a natural experiment. Sci Rep. 2020;10(1):21780. doi: 10.1038/s41598-020-78438-4
  2. Bates LC, Zieff G, Stanford K, et al. COVID-19 impact on behaviors across the 24-hour day in children and adolescents: physical activity, sedentary behavior, and sleep. Children (Basel). 2020;7(9):138. doi: 10.3390/children7090138
  3. Kementerian Kesehatan RI. Laporan nasional Riskesdas 2018. [series online] 2019 [cited 7 Feb 2022]. Available from: URL: https://www.litbang.kemkes.go.id/laporan-riset-kesehatan-dasar-riskesdas/
  4. Kementerian Kesehatan RI. Laporan Provinsi DI Yogyakarta Riskesdas 2018. [series online] 2019 [cited 7 Feb 2022]. Available from: URL: https://www.litbang.kemkes.go.id/laporan-riset-kesehatan-dasar-riskesdas/
  5. Steinberger J, Moran A, Hong CP, Jacobs Jr DR, Sinaiko AR. Adiposity in childhood predicts obesity and insulin resistance in young adulthood. J Pediatr. 2001;138(4):469-73. doi: 10.1067/mpd.2001.112658
  6. Engel AC, Broderick CR, van Doorn N, et al. Exploring the relationship between fundamental motor skill interventions and physical activity levels in children: a systematic review and meta-analysis. Sports Med. 2018;48(8):1845-7. doi: 10.1007/s40279-018-0923-3
  7. Robinson LE, Stodden DF, Barnett LM, et al. Motor competence and its effect on positive developmental trajectories of health. Sports Med. 2015;45(9):1273-84. doi: 10.1007/s40279-015-0351-6
  8. Rochmah YN. Pengaruh latihan motor skill terhadap peningkatan fungsi kognitif pada anak kelas 1 SD Alfirdaus Surakarta [Skripsi]. Surakarta: Fakultas Ilmu Kesehatan Universitas Muhammadiyah Surakarta; 2017.
  9. Erickson KI, Hillman CH, Kramer AF. Physical activity, brain, and cognition. Current Opinion in Behavioral Sciences. 2015;4:27-32. doi: 10.1016/j.cobeha.2015.01.005
  10. Lee J, Zhang T, Chu TLA, Gu X, Zhu P. Effects of a fundamental motor skill-based afterschool program on children's physical and cognitive health outcomes. Int J Environ Res Public Health. 2020;17(3):733. doi: 10.3390/ijerph17030733
  11. Macdonald K, Milne N, Orr R, Pope R. Associations between motor proficiency and academic performance in mathematics and reading in year 1 school children: a cross-sectional study. BMC Pediatr. 2020;20(1):69. doi: 10.1186/s12887-020-1967-8
  12. Cheung, W.C., Shen, S. & Meadan, H. Correlation between motor, socio-emotional skills, and academic performance between young children with and without disabilities. J Dev Phys Disabil 34, 211–231 (2022). doi: 10.1007/s10882-021-09796-8
  13. Niederer I, Kriemler S, Gut J, et al. Relationship of aerobic fitness and motor skills with memory and attention in preschoolers (Ballabeina): a cross-sectional and longitudinal study. BMC Pediatr. 2011;11:34. doi: 10.1186/1471-2431-11-34
  14. Telles S, Singh N, Bhardwaj AK, Kumar A, Balkrishna A. Effect of yoga or physical exercise on physical, cognitive and emotional measures in children: a randomized controlled trial. Child Adolesc Psychiatry Ment Health. 2013 Nov 7;7(1):37. doi: 10.1186/1753-2000-7-37
  15. Conway ARA, Kane MJ, Bunting MF. Working memory span tasks: a methodological review and user's guide. Psychon Bull Rev. 2005;12(5):769-86. doi: 10.3758/bf03196772
  16. Aarnoudse-Moens CSH, Duivenvoorden HJ, Weisglas-Kuperus N, Van Goudoever JB, Oosterlaan J. The profile of executive function in very preterm children at 4 to 12 years. Med Child Neurol. 2012;54(3):247-53. doi: 10.1111/j.1469-8749.2011.04150.x
  17. Sleiman SF, Henry J, Al-Haddad R, et al. Exercise promotes the expression of brain derived neurotrophic factor (BDNF) through the action of the ketone body β-hydroxybutyrate. Elife. 2016;5:e15092. doi: 10.7554/eLife.15092
  18. Hellendoorn A, Wijnroks L, van Daalen E, Dietz C, Buitelaar JK, Leseman P. Motor functioning, exploration, visuospatial cognition and language development in preschool children with autism. Res Dev Disabil. 2015;39:32-42. doi: 10.1016/j.ridd.2014.12.033
  19. Rueda MR, Posner MI, Rothbart MK. Attentional control and self-regulation. In: Baumeister RF, Vohs KD (Eds.). Handbook of self regulation: research, theory, and applications. New York: Guilford Press; 2004.
  20. Iverson JM. Developing language in a developing body: The relationship between motor development and language development. Journal of Child Language. 2010;37(2):229-61. doi: 10.1017/S0305000909990432
  21. Favazza PC, Siperstein GN, Zeisel SA, Odom SL, Sideris JH, Moskowitz AL. Young Athletes program: impact on motor development. Adapt Phys Activ Q. 2013;30(3):235-53. doi: 10.1123/apaq.30.3.235
  22. Bornstein MH, Hahn CS, Suwalsky JT. Physically developed and exploratory young infants contribute to their own long-term academic achievement. Psychol Sci. 2013;24(10):1906-17. doi: 10.1177/0956797613479974



DOI: https://doi.org/10.22146/ijcn.87167

Article Metrics

Abstract views : 217 | views : 92

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Copyright (c) 2024 Jurnal Gizi Klinik Indonesia

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Gizi Klinik Indonesia (JGKI) Indexed by:
 
  

  free web stats View My Stats