ผลของโปรแกรมการเคลื่อนไหวประกอบอุปกรณ์ต่อทักษะการเคลื่อนไหวขั้นพื้นฐาน ของนักเรียนระดับประถมศึกษา

Chonthicha Kaewmee; Kunnaporn  Rungjang

doi:10.65205/jasrru.2025.2678

Authors

Chonthicha Kaewmee Contemplative Education Center, Mahidol University, Thailand.
Kunnaporn Rungjang Faculty of Education, North Bangkok University, Thailand.

DOI:

https://doi.org/10.65205/jasrru.2025.2678

Keywords:

Fundamental Movement Skills, Manipulative Movement Program

Abstract

This study employed a quasi-experimental research design (one-group pretest–posttest) to investigate the effects of an equipment-based movement program on the fundamental movement skills (FMS) of primary school students. The purposes of the study were: (1) to examine the effects of the program on students’ FMS, (2) to analyze differences in FMS performance before and after participation, and (3) to evaluate outcomes and propose improvements for future practice. The participants were 60 Grade 1 students from a Bangkok-based public primary school in Thailand, selected through simple random sampling, with inclusion criteria of being in good health and able to participate throughout the 8-week program.

The research instrument was a performance-based FMS test covering four domains: balance, locomotor skills, coordination, and object control. The test was validated by three experts, with a Content Validity Index (CVI) of 0.92, indicating high content validity. Data collection consisted of pre- and post-tests, along with behavioral observations conducted by the researcher and classroom teachers throughout the program.

Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics, including paired-sample t-tests under the assumption of normal distribution, with the Mann–Whitney U test applied as an alternative when the distribution was non-normal. Effect sizes were calculated using Cohen’s d. The results showed that post-test scores in all four domains and total FMS were significantly higher than pre-test scores (p < .001). The effect sizes ranged from large to very large (d = 1.44–3.25). Behavioral observations indicated that over 85% of participants demonstrated increased motivation and engagement. Teachers’ evaluations confirmed that the activities were developmentally appropriate but recommended extending the duration of certain group-based tasks to facilitate deeper learning.

The findings suggest that the equipment-based movement program is highly effective in enhancing FMS, increasing confidence and motivation, and holds practical potential for application in physical education curricula and extracurricular activities in primary schools.

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