Influence of a 12-week bodily-kinesthetic intelligence–oriented teaching approach on fundamental movement skill development in children
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Early childhood developmental fundamental movement competence is one of the most important predictors of physical literacy and the conscientious retention of physical activity in the future. Current physical education curriculums, however, tend to poorly incorporate cognitive and kinaesthetic learning activities which help develop a comprehensive motor sense. This study was done to discuss the influence of a 12 weeks bodily-kinaesthetic intelligence (BKI)-based physical education intervention on the fundamental movement skills of the early school-aged children. A randomized pre-test- post-test control-group study was conducted in a sample of 100 children with ages between 6 and 8 years where half (n = 50) was experimental (BKI-based programme) and the other half (n = 50) was control (traditional physical education). The intervention was provided three times a week and lasted 45 minutes in 12 weeks. The Test of Gross Motor Development-Second Edition (TGMD-2) was used to determine locomotor and object-control skills. Data analysis entailed paired and independent t-tests and analysis of covariance (ANCOVA), and the effect size of paired and independent t-tests were calculated by use of Cohen d. The findings showed a statistically significant change in the experimental group as compared to the control group (p < .00 1) in locomotor skills and ANCOVA supported the fact that the intervention has a significant effect after adjusting the baseline performance. Object-control skills showed no significant differences between groups anyway. These results suggest greater efficiency of the incorporation of the bodily-kinaesthetic intelligence principles into early-stage physical education to facilitate the locomotor movement competency and promote the developmentally suitable and cognitively interested motor-learning milieu at schools.
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