Strengthening RA Teachers’ Competence in Tanjungpinang City in Developing Young Children’s Fundamental Motor Skills through Sequential Game-Based Learning Strategies
DOI:
https://doi.org/10.30736/jce.v9i2.2619Keywords:
Sequential Game-Based Learning Strategies, Early childhood, Teachers’ Competence development, Fundamental Motor SkillsAbstract
The improvement of Fundamental Motor Skills (FMS) in early childhood can be achieved through the effective implementation of Play-Based Learning Strategies by RA teachers in Tanjungpinang City. This study aims to enhance the Fundamental Motor Skills (FMS) of early childhood students through the application of Play-Based Learning Strategies by RA teachers in Tanjungpinang City. The method applied in this community service program is Participatory Action Research (PAR). RA teachers who participated in the training gained new knowledge and understanding of the fundamental concepts of early childhood Fundamental Motor Skills (FMS), including proper forms and movements that can be appropriately stimulated in their respective schools. In addition, they acquired insights into play-based learning strategies and skills to implement these strategies effectively. The new strategies are designed with a fun play-based approach, which not only helps develop children's FMS but also increases their enthusiasm. The implementation of Play-Based Learning Strategy training for RA teachers in Tanjungpinang City has been deemed effective in supporting the development of Fundamental Motor Skills (FMS) in early childhood. Given the importance of FMS development, these strategies assist teachers in facilitating learning effectively.
References
Barnett, L. M., Lubans, D. R., Timperio, A., Salmon, J., & Ridgers, N. D. (2017). What is the contribution of actual motor skill, fitness, and physical activity to children’s self-perception of motor competence? Journal of Science and Medicine in Sport, 20(9), 825–830. https://doi.org/https://doi.org/10.1016/j.jsams.2017.03.004
Bartolo, D., Garbeloto, F., & Ferraz, O. (2024). Effect of a physical education program in early childhood education on the performance of fundamental movement skills based on teaching styles: divergent discovery and practical. Pedagogy of Physical Culture and Sports, 28(2), 93–101. https://doi.org/https://doi.org/10.15561/26649837.2024.0202
Chatzipanteli, A., & Adamakis, M. (2022). Social interaction through structured play activities and games in early childhood. In P. Gil-Mardona (Ed.), Handbook of Research on Using Motor Games in Teaching and Learning Strategy (hal. 80–99). IGI Global. https://doi.org/10.4018/978-1-7998-9621-0.ch005
Chevalier, J. M., & Buckles, D. J. (2019). Participatory Action Research Theory and Methods for Engaged Inquiry. Routledge.
Dobell, A. P., Faghy, M. A., Pringle, A., & Roscoe, C. M. P. (2023). Improving Fundamental Movement Skills during Early Childhood: An Intervention Mapping Approach. Children (Basel), 10(6), 1004. https://doi.org/10.3390/children10061004
Fiantika, F. R., Wasil, M., Jumiyati, S. R. I., Honesti, L., Wahyuni, S. R. I., Mouw, E., Mashudi, I., Hasanah, N. U. R., Maharani, A., Ambarwati, K., Noflidaputri, R., & Waris, L. (2022). Metodologi penelitian kualitatif (Y. Novita & A. Yanto (ed.)). PT. GLOBAL EKSEKUTIF TEKNOLOGI.
Herlina, H., Arafat, Y., & Rahman, A. (2023). Pengaruh pelatihan dan kompetensi terhadap kinerja guru tk/paud se kabupaten bangka tengah. Edukids: Jurnal Inovasi Pendidikan Anak Usia Dini, 3(1), 42–53
Jaggy, A.-K., Kalkusch, I., Bossi, C. B., Weiss, B., Sticca, F., & Perren, S. (2023). The impact of social pretend play on preschoolers’ social development: Results of an experimental study. Early Childhood Research Quarterly, 64, 13–25. https://doi.org/10.1016/j.ecresq.2023.01.012
Jiang, S., Zeng, N., Ng, J. Y. Y., Chong, K. H., Zeng, T., Leung, S. K. Y., & Ha, A. S. (2025). Effects of physical activity interventions on fundamental movement skills and cognitive function in early childhood: A systematic review and network meta-analysis. Journal of Sport and Health Science, xxx, 1–14. https://doi.org/https://doi.org/10.1016/j.jshs.2025.101085
Jones, D., Innerd, A., Giles, E. L., & Azevedo, L. B. (2020). Association between fundamental motor skills and physical activity in the early years: A systematic review and meta-analysis. Journal of Sport and Health Science, 9(6), 542–552. https://doi.org/https://doi.org/10.1016/j.jshs.2020.03.001
Koolwijk, P., Hoeboer, J., Mombarg, R., G. J. P. Savelsbergh, & Vries, S. de. (2024). Fundamental movement skill interventions in young children: a systematic review. International Journal of Sport and Exercise Psychology, 22(7), 1661–1683. https://doi.org/https://doi.org/10.1080/1612197X.2023.2210597
Logan, S. W., Webster, E. K., Getchell, N., Pfeiffer, K. A., & Robinson, L. E. (2015). Relationship between fundamental motor skill competence and physical activity during childhood and adolescence: A systematic review. Kinesiology Review, 4(4), 416–426. https://doi.org/https://doi.org/10.1123/kr.2013-0012
Moleong, L. J. (2012). Metodologi Penelitian Kualitatif. Remaja Rosdakarya.
Munawaroh, N., Ulumudin, A., Zuhri, M. T., Fauziah, P., & Ijudin. (2025). Membangun generasi literat: pendampingan karya tulis ilmiah bagi siswa sekolah dasar gis prima insani kabupaten garut. Jurnal Pengabdian Masyarakat, 4(2), 70–84. https://journal.uniga.ac.id/index.php/JPM/article/download/42810/2635/17255
Piotrowski, T., Makaruk, H., Tekień, E., Feleszko, W., Kołodziej, M., Albrecht, K., Grela, K., Makuch, R., Werner, B., & Gąsior, J. S. (2025). Fundamental Movement/Motor Skills as an Important Component of Physical Literacy and Bridge to Physical Activity: A Scoping Review. Children (Basel), 12(10), 1406. https://doi.org/10.3390/children12101406
Pouplier, A., Fridh, M. K., Christensen, J., Ruiz-Molsgaard, H., Høyer, A., Schmidt-Andersen, P., Winther, H., & Larsen, H. B. (2023). The potential of structured active play for social and personal development in preschoolers during cancer treatment: A qualitative RePlay study. J Adv Nurs, 80(4), 1607–1618. https://doi.org/10.1111/jan.15923
Robinson, L. E., Webster, E. K., Logan, S. W., Lucas, W. A., & Barber, L. T. (2012). Teaching practices that promote motor skills in early childhood settings. Early Childhood Education Journal, 40(2), 79–86. https://doi.org/https://doi.org/10.1007/s10643-011-0496-3
Roscoe, C. M. P., Taylor, N., Weir, N., Flynn, R. J., & Pringle, A. (2024). Impact and Implementation of an Early Years Fundamental Motor Skills Intervention for Children 4–5 Years. Children, 11(4), 416. https://doi.org/https://doi.org/10.3390/children11040416
Sugiyono. (2013). Metode Penelitian Kuantitatif, Kualitatif, dan R & D. Alfabeta.
Sutini, A. (2018). Meningkatkan keterampilan motorik anak usia dini melalui permainan tradisional. Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini, 4(2), 67–77. https://doi.org/https://doi.org/10.17509/cd.v4i2.10386
Xu, Z., Shen, S.-J., & Wen, Y.-H. (2024). The relationship between fundamental movement skills and physical activity in preschoolers: a systematic review. Early Child Development and Care, 194(2), 323–334. https://doi.org/10.1080/03004430.2024.2309478
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Lina Eka Retnaningsih, Nadya Nela Rosa, Nisrina Nuraini, Dilvia Suriski Rahmayani
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Please find the rights and licenses in JCE (Journal of Childhood Education). By submitting the article/manuscript of the article, the author(s) agree with this policy. No specific document sign-off is required.
1. License
Use of articles will be governed by the Creative Commons Attribution - ShareAlike license as currently displayed on Creative Commons Attribution-ShareAlike 4.0 International License.
2. Author(s)' Warranties
The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
3. User Rights
JCE (Journal of Childhood Education)'s spirit is to disseminate articles published are as free as possible but there is a little payment for publication. Under the Creative Commons license, JCE (Journal of Childhood Education) permits users to copy, distribute, display, and perform the work for commercial purposes. Users will also need to attribute authors and JCE (Journal of Childhood Education) on distributing works in the journal and other media of publications.
4. Co-Authorship
If the article was jointly prepared by more than one author, any authors submitting the manuscript warrants that he/she has been authorized by all co-authors to be agreed on this copyright and license notice (agreement) on their behalf, and agrees to inform his/her co-authors of the terms of this policy. JCE (Journal of Childhood Education) will not be held liable for anything that may arise due to the author(s) internal dispute. JCE (Journal of Childhood Education) will only communicate with the corresponding author.
5. Miscellaneous
JCE (Journal of Childhood Education) will publish the article (or have it published) in the journal if the article’s editorial process is successfully completed. JCE (Journal of Childhood Education)'s editors may modify the article to a style of punctuation, spelling, capitalization, referencing and usage that deems appropriate. The author acknowledges that the article may be published so that it will be publicly accessible and such access will be free of charge for the readers as mentioned in point 3.
Based on a work at http://journalfai.unisla.ac.id/index.php/jce.
