scholarly journals Playing Follow the Color in Interactive Surface for Gross Motor Skill of Early Childhood

2020 ◽  
Author(s):  
Haryo Guntoro Wicakcono ◽  
Yerry Soepriyanto
Keyword(s):  
Early Childhood ◽  
Motor Skill ◽  
Gross Motor ◽  
Interactive Surface ◽  
Gross Motor Skill

scholarly journals TEACHER’S EXPERIENCES OF TEACHING GROSS MOTOR SKILL FOR CHILDREN WITH OBESITY: A PHENOMENOLOGICAL STUDY

2020 ◽  
Vol 21 (1) ◽  
pp. 21
Author(s):  
Muchammad Arif Muchlisin
Keyword(s):  
Early Childhood ◽  
Motor Skill ◽  
Phenomenological Study ◽  
Study Data ◽  
Future Research ◽  
Obese Children ◽  
Structured Interviews ◽  
Gross Motor ◽  
Childhood Education ◽  
Gross Motor Skill

Improving gross motor skill in early childhood education is very important. However, few qualitative studies have investigated teachers’ experience of teaching gross motor skill with obese children. The purpose of this present study is to explore the early childhood educators’ experiences of teaching gross motor skill children with obesity from six kindergartens in the Yogyakarta district. Nine teachers participated in this study. Data were gathered through semi-structured interviews. Data also were qualitatively analyzed using the phenomenological study with the Moustakas model. Four thematic categories emerged: positive perception; flexibility; diverse role, and barriers. Teachers described the feeling when teaching gross motor for obese children, the flexibility of gross motor teaching. Teachers also expressed how the role was used for obese children and having barriers faced by teachers. Implications of these findings are discussed and recommendations are made for future research.

scholarly journals PELATIHAN METODE PENGEMBANGAN MOTORIK KASAR ANAK USIA DINI PADA GURU PAUD

2018 ◽  
Vol 2 (1) ◽  
pp. 65
Author(s):  
Romi Cendra ◽  
Novri Gazali ◽  
Toktong Parulian ◽  
Alficandra Alficandra ◽  
Leni Apriani
Keyword(s):  
Early Childhood ◽  
Education Program ◽  
Motor Skill ◽  
Skill Development ◽  
Early Age ◽  
Gross Motor ◽  
Direct Practice ◽  
Childhood Education ◽  
Motor Skill Development ◽  
Gross Motor Skill

This activity was aimed to educate and train teachers of early childhood education program concerning two key matters for the success of early-age children’s gross motor skill development, namely: basic knowledge and skills of early-age children’s gross motor skill development methods. This training was provided using direct practice method, a method employed by teachers by practicing in a direct manner in accordance with the materials to be delivered to children. It was expected that through this direct practice activity, children gain experience by directly interacting with objects. This activity was carried out for a period of one day on April 30, 206 from 07.30 to 17.00 outside the effective learning hours. This activity was conducted in Plamboyan, District of Tapung, Regency of Kampar, Province of Riau, with 24 teachers of early childhood education program being participants. From this activity, it was concluded that physical/motoric development is part of basic skill development in kindergarten leading to activities for training children’s motoric skills, especially gross motoric skills, including walking, running, leaping, exercising, playing with ball, using tools, dancing, doing rhythmic exercise and combined moves.Keywords: Method Development, Gross Motor Skills ABSTRAKKegiatan ini bertujuan untuk memberikan pembekalan ilmu dan keterampilan kepada para guru pendidikan anak usia dini (PAUD) mengenai dua hal penting untuk sukses dalam mengembangkan kemampuan motorik kasar anak-anak usia dini, yaitu : memberikan pengetahuan dan keterampilan dasar metode pengembangan motorik kasar anak usia dini melalui metode praktik langsung. Metode praktik langsung adalah metode yang dilakukan oleh guru dengan cara melakukan praktek secara langsung sesuai dengan materi yang akan disampaikan kepada anak-anak. Melalui kegiatan praktik langsung diharapkan anak mendapatkan pengalaman melalui interaksi langsung dengan objek.. Program kegiatan dilaksanakan selama satu hari, yaitu pada tanggal 30 April 2016 mulai pukul 07.30 hingga 17.00 di luar jam efektif belajar. Kegiatan ini dilaksanakan di Plamboyan Kecamatan Tapung Kabupaten Kampar Provinsi Riau dengan  peserta adalah guru-guru pendidikan anak usia dini (PAUD) yang berjumlah 24 orang. Kesimpulan kegiatan ini yaitu pengembangan fisik/motorik merupakan salah satu bagian pengembangan kemampuan dasar di TK yang mengarah pada kegiatan untuk melatih motorik anak khususnya motorik kasar anak yang terdiri atas gerakan-gerakan jalan, lari, lompat, senam, keterampilan dengan bola, keterampilan menggunakan peralatan, menari, latihan ritmik dan gerak gabungan. Kata Kunci: Metode Pengembangan, Motorik Kasar

Relationship of Reaction Time and Movement Time in a Gross Motor Skill

1973 ◽  
Vol 36 (2) ◽  
pp. 453-454 ◽  
Author(s):  
Richard Groves
Keyword(s):  
Reaction Time ◽  
Motor Skill ◽  
Movement Time ◽  
Gross Motor ◽  
Moment Coefficient ◽  
Relationship Of ◽  
Gross Motor Skill

The purpose of the study was to investigate the independence of reaction time (RT) and movement time (MT) in a gross motor skill, the racing start in swimming. RT and MT were quantified for each S by counting frames of film for five trials. The Pearson product-moment coefficient of –.231 ( p > .05) between means indicated that RT and MT were independent factors.

Temporary Fatigue Effects in a Gross Motor Skill

1972 ◽  
Vol 4 (4) ◽  
pp. 217-222 ◽  
Author(s):  
Doyice J. Cotten ◽  
Jerry R. Thomas ◽  
William R. Spieth ◽  
Judson Biasiotto
Keyword(s):  
Motor Skill ◽  
Gross Motor ◽  
Gross Motor Skill

Control of Muscular Tension in Learning a Novel Gross Motor Skill

1971 ◽  
Vol 32 (2) ◽  
pp. 556-558 ◽  
Author(s):  
Marjorie Paben ◽  
Joel Rosentswieg
Keyword(s):  
College Women ◽  
Motor Skill ◽  
Gross Motor ◽  
Maximum Tension ◽  
Muscular Tension ◽  
Gross Motor Skill

15 college women were taught how to relax and how to produce, on command, given percentages of maximum tension through EMG. A comparison was made with 15 control Ss of the ability to learn a novel gross motor skill. Significant differences were found, indicating that learned control of general muscular tension facilitates learning.

scholarly journals Developing Intervention Strategies to Optimise Body Composition in Early Childhood in South Africa

2017 ◽  
Vol 2017 ◽  
pp. 1-13 ◽  
Author(s):  
Catherine E. Draper ◽  
Simone A. Tomaz ◽  
Matthew Stone ◽  
Trina Hinkley ◽  
Rachel A. Jones ◽  
...  
Keyword(s):  
Physical Activity ◽  
Body Composition ◽  
Motor Skills ◽  
Motor Skill ◽  
Intervention Strategies ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Rural Settings ◽  
Teachers And Parents ◽  
Gross Motor Skill

Purpose. The purpose of this research was to collect data to inform intervention strategies to optimise body composition in South African preschool children.Methods. Data were collected in urban and rural settings. Weight status, physical activity, and gross motor skill assessments were conducted with 341 3–6-year-old children, and 55 teachers and parents/caregivers participated in focus groups.Results. Overweight and obesity were a concern in low-income urban settings (14%), but levels of physical activity and gross motor skills were adequate across all settings. Focus group findings from urban and rural settings indicated that teachers would welcome input on leading activities to promote physical activity and gross motor skill development. Teachers and parents/caregivers were also positive about young children being physically active. Recommendations for potential intervention strategies include a teacher-training component, parent/child activity mornings, and a home-based component for parents/caregivers.Conclusion. The findings suggest that an intervention focussed on increasing physical activity and improving gross motor skills per se is largely not required but that contextually relevant physical activity and gross motor skills may still be useful for promoting healthy weight and a vehicle for engaging with teachers and parents/caregivers for promoting other child outcomes, such as cognitive development.

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