Effect of Locomotor Creative Dance on Student Motor Skills

Development

Mustika Fitri, Kuston Sultoni, Jajat Jajat and Odilia Lasrina

Faculty of Sport and Health Education, Universitas Pendidikan Indonesia, Jln. Dr. Setiabudhi no.299, Bandung, Indonesia

mustikafitri@upi.edu

Keywords: Creative Dance, Locomotors Motion, Motor Skill.

Abstract: In physical education there is a goal called skill. Aspects that are need to be developed in children such as

motion skills or so-called motor skills. The purpose of this study is to determine the influence of locomotors

creative dance on the development of students' motor skills. The research method used is experimental with

research design of The matching Pretest-Posttest Control Group Design. The population in this study is SD

Lab school UPI students and the samples of this study are the 3rd graders divided into two treatment groups.

The rhythmic activity group is treated by providing creative dance learning and group learning of the game

activity given traditional game learning. The provision of creative dance treatment is more effective in

increasing gross motor quotient.

1 INTRODUCTION

Rough motor development is very important for

children. The acquisition of motor skills must be

owned by the child as a basis for mastering the next

motor skills more complex and useful to improve the

quality of life in the future (Stork and Sanders,

2008). In addition, the increase in gross motor skills

of the child is related to the acquisition of specific

skills in physical activity outside the school

(Raudsepp and Päll, 2006). In other words, one

determinant of a person's quality of life is to actively

move and exercise, while to be able to move and

exercise, one must master complex motor skills, and

the mastery of complex skills can be obtained by

mastering rough motor skills first. Rough motor

development not only prepares children for more

complex motor skills, but also influences academic

success (Lopes et al., 2013); efficiency control and

memory work (Haapala, 2013).

To achieve good movement, a child must be

supported by a physical state (motion element) such

as muscle strength, muscle endurance,

cardiovascular endurance and flexibility (Annarino

et al., 1986). According to Gallahue (1995) Rough

Motion is divided into three categories namely as

follows: (1) Locomotors: road, run, jump; (2)

Combination motion: gallop, glide, shift right or left,

climb, and roll over; (3) Non-locomotors: stalling,

bending, rocking, rocking, turning, turning, twisting,

pushing, lifting and landing; (4) Manipulative: push,

punch, bounce, throw, kick, and roll, accept: catch

and stop. The three types of motion are interrelated,

or mutually supportive. Also these three types of

motion will be performed either singly, or in

combination, whether done in gymnastics, games

(sports), or in dance. For children, all of this

movement is done from the simple to the complex

movement. Basic motion is what is needed by early

childhood, especially in elementary school to be able

to support the ability of later child movement later.

Because at this early age is a golden opportunity for

children to increase their potential, at this age child

have the extraordinary ability to learn.

Physical education in primary school can be used

as a supporting tool in the development of motor

skills in children. The demand for the right physical

education program is an important study to be done.

Teachers can provide a range of motion lessons from

the scope of materials taught in primary schools to

foster the development of children's motor skills.

From the scope of the material given in this physical

education, most teachers prefer to apply game

activity as a teaching material in physical education

learning when compared to rhythmic activity. The

activity of the game is already familiar in learning

physical education and is in great demand by the

children. While rhythmic activities seem unfamiliar

to the students because the teachers rarely provide

Fitri, M., Sultoni, K., Jajat, J. and Lasrina, O.

Effect of Locomotor Creative Dance on Student Motor Skills Development.

In Proceedings of the 2nd International Conference on Sports Science, Health and Physical Education (ICSSHPE 2017) - Volume 2, pages 241-244

ISBN: 978-989-758-317-9

241

learning materials of this rhythm activity to students.

In fact, with this rhythmic activity the child will

participate in learning in an exciting and fun way to

the accompaniment of music.

2 METHODS

The method used in this research is the experimental

method with The Two Group Pretest-Posttest design

by providing treatment to both groups. The rhythmic

activity group is treated by providing creative dance

learning and group learning of the game activity was

given traditional game learning.

About 68 students consisting of two classes,

namely class III an and III b which each class

numbered 34 students. Then the researcher

determines which class will be given treatment of

rhythmic activity and game activity. The instrument

for measuring rough motor skills of children used in

this study was Test of Gross Motor Development -

Second Edition (TGMD-2) developed by Ulrich

(2000). The test includes 12 motion tests categorized

into two Sub variables, Locomotors (run, gallop,

hop, leap, horizontal jump, and slide) and Object

Control (striking a stationary ball, stationary dribble,

catch, kick, overhand throw and underhand roll)

(Frankenburg, 1967). TGMD-2 has high reliability

with locomotors sub variable reliability coefficients

and object controls of 0.91, 0.85 and 0.88

combinations respectively (Chow and Chan, 2011)

This test includes 12 motion tests categorized

into two Locomotors Sub variables (run, gallop, hop,

leap, horizontal jump, slide) and Object Control

(Striking a Stationary ball, stationary dribble, catch,

kick, overhand throw and underhand roll).

3 RESULTS AND DISSCUSION

The mean and standard deviations of TGMD-2 test

results during pre-test and post-test in both groups

are presented in Table 1.

Table 1: Pretest and Posttest Gross Motor Quotient

between treatment and control group.

Treatment Group

Control Group

Pretest

LOC

4.22 (0.26)

4.23 (0.19)

4.24 (0.24)

4.16 (0.23)

GMQ

50.79 (2.18)

50.35 (1.82)

Posttest

LOC

7.01 (0.35)

6.73 (0.36)

6.84 (0.27)

6.46 (0.35)

GMQ

83.17 (2.71)

79.14 (3.03)

The average Gross Motor Quotient (GMQ) value

of each group increases from pre-test to post-test.

The mean value of the GMQ treatment group at pre-

test was 50.79, while the mean value at the time of

the post-test was 83.17. Meanwhile, in the control

group, the mean value of GMQ at the time of pre-

test was 50.35 and at the time of post-test 79.14.

The statistical analysis was used to see if giving

creative dance treatment is more effective in

increasing gross motor quotient compared with

traditional games is by comparing the average gain

score (post-test value minus pre-test value) of each

group with independent sample of t test. The result

is as follows:

Table 2: Independent Samples Test.

t-test for Equality of Means

Sig. (2-tailed)

Gain

score

Equal variances

assumed

5.283

.000

Equal variances

not assumed

5.283

60.405

.000

Based on the calculation, it is known that there is

a significant Gain Score difference between the

groups who were given creative dance treatment

with the group who were given traditional treatments

games (P <0.05). (see table 2)

The teaching of rhythmic gymnastics / dances in

the form of physical activity by students such as

twisting, stepping, jumping, etc. will foster basic

motor skills of elementary students. The presence of

a rhythm that is played during a gymnastic activity

adds to the excitement of the elementary students so

that they are interested in continuing to perform the

movements as demonstrated by the teacher. Activity

motion performed in this rhythmic activity can

stimulate the ability of basic motion of students,

because in addition to basic motor motion then the

students will get motion that its manipulation, like

step one step left and right side, it can be

manipulated into double step left and right in

gymnastics movement rhythmic.

Therefore, children can develop and express an

understanding of the rhythmic pattern by walking,

running, jumping, gallop, slides and hops, echoing,

playing rhythm, using wooden stick or twang. So

with the pattern of rhythmic movements coupled

with the accompaniment of music, it can make

children become happy when doing the movement.

Furthermore, the movement has become a habit for

them to perform locomotors movement, non-

locomotors and manipulative. Habituation will result

in skill to be implemented in their daily life.

ICSSHPE 2017 - 2nd International Conference on Sports Science, Health and Physical Education

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The learning process of rhythmic activity and

learning through the game are equally facilitated by

the teacher well, meaning that when learning takes

place the learning situation does not threaten the

students, appropriate reinforcement, and supervised

exercises. In addition, the motion activities

undertaken by the child planned and structured.

Thus the child's motor can develop optimally. This

is in line with opinion (Stork and Sanders, 2008)

"Planning and careful organization of physical

activities maximize opportunities for children to

acquire a wider variety of physical skills than might

be developed during play alone". Thus, with well-

planned and well-organized physical activity it

maximizes the opportunity for the child to develop

his motor skills compared to playing alone. So it can

be assumed that the development of motor learning

with rhythmic activity can improve the motor

development of children better because in learning

this rhythm activity is not just focus on the fun game

only.

Gallahue (1995) and Russell (1987) explains

that "Creative rhythmic movement is fundamental to

children's ability to move with joy and efficiency." It

means that creative rhythm movements are the basis

of a child's ability to move happily and efficiently.

In this rhythmic activity not only contains the

elements of play alone, but it becomes more fun for

children when implementing it by using music

accompaniment and various new varied movements.

So in doing the activity of motion with the

accompaniment of interesting music, it will make

the child more excited and happy in following the

learning. In rhythmic activity, the child is not only

required to be active and do well, but also the child

is required to explore and be creative in order to

create and perform a new movement. So the child

will be more enthusiastic and feel challenged to

perform a new movements presented in this

rhythmic activity.

In addition, in the learning of this rhythm activity

the utilization of active learning time can be done

better when compared with learning game activity.

In rhythmic activities students can move actively

without wasting time with various rules as well as in

game activities. Skill in teaching this rhythmic

activity is more focused on simple and interesting

movements and still incorporates elements of play in

it. Competitive elements still exist in it but do not

make the child feel the need to win as in the game

activity. In this rhythmic activity, the child will find

something new that becomes a challenge for the

child to be competing to try to avoid being seen left

behind from other friends. The child also learns to

concentrate on the learning process.

In learning this rhythmic activity modification

and variation of movement is a challenging new

thing for the child, so the child is enthusiastic, not

feel bored and receive it with great cheer. Thus, if a

physical education teacher can package and review

rhythmic activity as well and creatively as possible

then it can make the child more active so that it will

also affect the improvement of motor skills better

when compared with the game activity.

4 CONCLUSIONS

The results of this study indicate that there are

differences in motor skills in creative dance learning

and game activity, but the greatest contribution is on

creative dance. Therefore, it can be concluded that

locomotors creative dance is more effective in

increasing gross motor quotient.

ACKNOWLEDGEMENTS

The research was funded by the Institution of

Research and Community Service of Universitas

Pendidikan Indonesia.

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