Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6, 8117-8125 2024 Publisher: Learning Gate DOI: 10.55214/25768484.v8i6.3756 © 2024 by the authors; licensee Learning Gate © 2024 by the authors; licensee Learning Gate * Correspondence: haris@binadarma.ac.id Game-based physical education learning to improve basic manipulative movement skills in primary school children M. Haris Satria1*, Hilmy Aliriad2, Dian Nuzulia3, Ince Abdul Muhaemin Mangngassai4, Ilham Arvan Junaidi5, Moh. Zainuddin6 1Department Posgraduate, Master Physical Education, Universitas Bina Darma, Palembang, Indonesia; haris@binadarma.ac.id (M.H.S.). 2Department Physical Education, Faculty of Teacher Training and Education, Universitas Nahdlatul Ulama Sunan Giri, Indonesia; hilmy@unugiri.ac.id (H.A.). 3,5Department Indonesian education, Faculty of Teacher Training and Education, Universitas PGRI Palembang, Indonesia; ilhamarvanjunaidi@univpgri-palembang.ac.id (I.A.J.). 4Department of Physical Education, Sport, Health and Recreation, Faculty of Teacher Training and Education Universitas Cenderawasih, Indonesia; incemuhaemin86@gmail.com (I.A.M.M.). 6Department English Education, Faculty of Teacher Training and Education, Universitas Nahdlatul Ulama Sunan Giri, Indonesia; zainuddin@unugiri.ac.id (M.Z.). Abstract: Physical education plays an important role in the development of children's motor skills, especially at primary school age. Basic manipulative movement exercises that focus on object manipulation, ball games and other games can accelerate the development of hand-eye coordination and gross motor skills. This study aims to develop and implement an effective game-based physical education learning model to improve the basic manipulative movement skills of primary school children. The type of research used is pre-experimental research, one group pre-test post-test design. The study population consisted of students aged 9-10 years of grade 4 in Palembang City, with a sample of grade 4A total 25 students who participated in game-based learning for 8 sessions. The results of this study indicate that the use of the game model in learning has a significant effect on the improvement of learners' manipulative movement skills. Educators and coaches are advised to use the game model as the main tool in children's motor development, with adaptations based on learners' initial abilities. Keywords: Game-based learning, Manipulative motion, Physical education, Primary school students. 1. Introduction Physical education plays an important role in the development of children's motor skills, especially at primary school age [1]–[3]. Game-based learning in physical education is one of the most effective methods of learning in primary school, as games allow students to learn in a fun and contextualised way [4]–[6]. Basic movement skills, including basic manipulative movements, are important skills that need to be developed in school-age children. Basic manipulative movements include activities such as throwing, catching, kicking and hitting, which contribute to gross and fine motor development [7]–[9]. This development not only supports physical health, but also lays the foundation for the child's future participation in sport and physical activity. However, the reality on the ground shows that there are still many primary school children who have not achieved optimal basic manipulative movement skills. This is due to a number of factors, including a lack of interesting learning media, a lack of variety in teaching methods and a lack of time for physical activity at school. Therefore, effective learning methods are needed to improve the basic manipulative movement skills of primary school children, one of which is a game-based learning approach. 8118 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 8117-8125, 2024 DOI: 10.55214/25768484.v8i6.3756 © 2024 by the authors; licensee Learning Gate Previous studies on physical education learning have emphasised the importance of a game-based approach in increasing student motivation and participation [10]–[12]. Some studies suggest that a game-based approach can facilitate motor learning more effectively than conventional methods [13]– [15]. Through gaming, students are better able to improve motor skills than those who learn through traditional instruction. The social interactions that occur in games help students to develop motor and cognitive skills simultaneously. Basic manipulative movement exercises that focus on object manipulation with a ball and other tools can accelerate the development of hand-eye coordination and gross motor skills [16]–[19]. Variations in the types of games and levels of difficulty can stimulate the development of motor skills. Based on the literature of motor learning and constructivist learning, the game model can be applied to physical education learning [20]–[22]. Motor learning explains that motor skills, including manipulative movement, are easier to learn when taught in the context of an engaging and challenging game. Constructivist learning can build students' knowledge through direct experience and interaction with the environment [23], [24]. Previous research has shown that games can create an interactive learning environment and support holistic motor development. However, the application of this approach in different educational contexts still requires adaptation to meet the needs and characteristics of students in each region. Although several studies have shown the effectiveness of play-based learning in developing students' motor skills, there are gaps in its implementation in primary schools in Indonesia, especially in the context of increasing manipulative basic movements. Many studies have been conducted abroad or in different contexts, so there is no approach specifically designed and implemented in the physical learning conditions of Indonesian primary schools. In addition, most studies have only focused on aspects of improving motor skills in general, without paying special attention to manipulative basic motor skills, which are so important in the developmental stage of children of primary school age. Therefore, this study makes a novel contribution by developing a game-based physical education learning model specifically designed to improve the basic manipulative motor skills of primary school children in Indonesia. The approach used will be adapted to local conditions and student characteristics, which is expected to provide more optimal results. This study aims to develop and implement an effective game-based physical education learning model to improve the basic manipulative movement skills of primary school students. Through this study, it is hoped that learning models can be created that not only improve students' motor skills, but also increase their motivation and participation in physical education activities, making learning more effective and enjoyable. 2. Method The type of research used is a pre-experimental research with a one group pre-test post-test design [25], [26]. The study population consisted of students aged 9-10 years in grade 4 primary school in Palembang city, with a sample of grade 4 A of 25 students who participated in game-based learning for 8 sessions. Measurements were conducted using the Lingkert scale assessment with pre-test and post- test to measure changes in basic manipulative skills of throwing, catching, and dribbling. Data analysis used descriptive statistics and t-tests to identify significant differences between pre-test and post-test. The research procedure involves the preparation of modules, coordination with schools, implementation of interventions, and collection and analysis of data to determine the effectiveness of game-based learning methods in improving pupils' basic movement skills. 8119 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 8117-8125, 2024 DOI: 10.55214/25768484.v8i6.3756 © 2024 by the authors; licensee Learning Gate Table 1. Manipulative motion game Model in Physical Education Learning. No Game name Game description Aim 1 Throw catch the ball Pupils form pairs and pass the ball to each other to practise throwing and catching skills. Improves hand-eye coordination and accuracy in throwing and catching the ball. 2 Mini football A game of football on a small scale (3 vs 3 or 5 vs 5) in which students dribble and kick the ball into the opponent's goal. Develops dribbling, shooting and teamwork skills. 3 Handball A game in which pupils try to throw the ball into the opponent's goal with their hands, avoiding defenders. Improves throwing, catching, tactical and strategic skills. 4 Ball rounders A traditional game in which a ball is hit with a stick and then run around a base or pole, dodging balls thrown by the opposing team. Develops eye and hand coordination when hitting the ball, as well as throwing and catching skills. 5 Kick the ball to the target Pupils try to kick the ball into a specific target, such as a cone or small pole. Develop strength and accuracy in kicking the ball to a predetermined target. Table 2. Assessment of basic manipulative motion with lingkert scale. No Explanation Score 1-5 1 The student is able to throw the ball accurately to a predetermined target. 2 The student can catch the ball well and without difficulty when the ball is thrown from a medium distance. 3 The student has good dribbling ability with stable control. 4 The student can kick the ball to the target with appropriate power and direction. 5 Pupils can pass the ball appropriately to a friend in a group game. 6 Pupils show good coordination between hands and eyes when catching a moving ball. 7 Pupils can maintain control of the ball while dribbling at different speeds. 8 Pupils can control the direction and distance of a shot when playing with the ball. 9 Pupils can repeat manipulative movements (throwing, catching, kicking) without losing concentration. 10 Pupils are able to adapt to changes in the speed and direction of the ball during games. Description: Score 1: Less Than Once Score 2: Less Score 3: Enough Score 4: Good Score 5: Very Good Total Score multiplied by 2 3. Result and Discussion This study aims to determine the effectiveness of game-based physical education in improving basic manipulative movement skills in primary school children. After the intervention for 8 weeks, the results of the pre-test and post-test were analysed to see the difference in the improvement of manipulative 8120 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 8117-8125, 2024 DOI: 10.55214/25768484.v8i6.3756 © 2024 by the authors; licensee Learning Gate movement skills. The data obtained showed a significant improvement in manipulative movement skills, especially throwing, catching and kicking skills, in game-based learning. Table 3. Basic manipulative motion assessment results. No. Research sample Pretest learning outcomes Pretest learning outcomes Difference pretest-postest 1 Sample 1 70 92 22 2 Sample 2 68 88 20 3 Sample 3 62 86 24 4 Sample 4 66 92 26 5 Sample 5 64 92 28 6 Sample 6 70 90 20 7 Sample 7 74 98 24 8 Sample 8 62 88 26 9 Sample 9 66 88 22 10 Sample 10 68 96 28 11 Sample 11 64 84 20 12 Sample 12 70 94 24 13 Sample 13 68 90 22 14 Sample 14 74 94 20 15 Sample 15 66 92 26 16 Sample 16 40 60 20 17 Sample 17 64 88 24 18 Sample 18 70 92 22 19 Sample 19 62 90 28 20 Sample 20 66 92 26 21 Sample 21 68 92 24 22 Sample 22 74 94 20 23 Sample 23 42 62 22 24 Sample 24 62 86 24 25 Sample 25 70 92 22 Minimum 40.00 60.00 20.00 Maximum 74.00 98.00 28.00 Average 65.2000 88.4800 23.3600 Std. deviation 8.16497 8.87468 2.69072 Pretest-posttest cor. 0.951 Sig. 0.000 Table 4. Categories manipulative basic motion assessment results. No Category learning outcomes Pre-test (Frequency) Pre-test (Percentage) Post-test (Frequency) Post-test (Percentage) 1 Less than once 0 0% 0 0% 2 Less 2 8% 0 0% 3 Enough 17 68% 2 8% 4 Good 6 24% 12 48% 5 Very good 0 0% 11 44% 8121 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 8117-8125, 2024 DOI: 10.55214/25768484.v8i6.3756 © 2024 by the authors; licensee Learning Gate Table 5. Basic manipulative motion assessment results. Conditions T value Average difference Confidence interval 95% Significance Pretest 39.927 65.20 61.82 - 68.57 0.000 Posttest 49.850 88.48 84.81 - 92.14 Figure 1. Basic manipulative motion assessment results. The results in Table 5 show a significant difference between the pretest and posttest scores of the 25 samples studied. The average pretest score of 65.20, with a range of 40 to 74, increased to an average posttest score of 88.48, with a range of 60 to 98, giving an average difference of 23.36 points. This difference is consistent, as shown by the standard deviation of 8.16 on the pretest, 8.87 on the posttest and 2.69 for the difference between the two. A very strong correlation between the pretest and posttest scores of 0.951 indicates a positive relationship between the two variables, with participants who had higher initial scores tending to also have high final scores. With a significance value of 0.000, this increase in learning outcomes was considered to be statistically significant, indicating that the intervention or treatment provided was effective in improving learners' learning outcomes. The results of this study indicate that the use of the game model in learning has a significant impact on the improvement of learners' manipulative movement skills [27]–[29]. The findings are consistent with many previous studies that have shown that a game-based approach can improve motor skills, including manipulative movement. Active learning models can facilitate the exploration of movement through play as a means of developing fine and gross motor skills [13], [30], [31]. This research also supports the theory of motor learning, which states that active and varied involvement in motor tasks can improve the ability to master movement, especially in developmental age [32]–[34]. This research reinforces the view that physical activity-based learning, such as play, not only improves the physical aspects of learners, but also affects their cognitive abilities and motivation. Several previous studies, [35]–[37] have also shown a positive correlation between physical activity and improved motor skills and cognitive understanding. An important aspect of this study is the strong correlation between baseline ability (pre-test) and improvement after intervention (post-test), showing that the game model can be optimised for learners with different movement abilities. The implementation of game models that have been shown to be effective in improving manipulative movement skills can be used as a reference for teachers to design learning strategies that are more interactive and result-oriented. The study also opens space for further exploration of the impact of different games, such as traditional and digital games, on the development of motor skills [38]–[40]. Furthermore, the findings highlight the importance of a holistic approach to learning, where physical, cognitive and socio-emotional aspects can be developed simultaneously through a structured gaming model. This study emphasises the influence of the play model in increasing the ability to perform manipulative movements, which is one of the basic types of movement in children's motor development. 8122 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 8117-8125, 2024 DOI: 10.55214/25768484.v8i6.3756 © 2024 by the authors; licensee Learning Gate Basic movements are of three main types: locomotor movements, non-locomotor movements and manipulative movements. Locomotor movements involve moving from one place to another, such as walking, running and jumping, while non-locomotor movements involve movements that do not involve moving from one place to another, such as bending, turning and pushing. Manipulative movement, the focus of this study, includes skills related to controlling external objects, such as catching, throwing, hitting and kicking [36], [41]–[44]. The results of this study confirmed that the play model significantly improved learners' manipulative movement skills, which are closely related to fine and gross motor skills. Mastering manipulative movements through play is not only important for the motor skills themselves, but also contributes to the development of other more complex and specific movements, such as those found in certain sports or physical activities [28], [45], [46]. In addition, the study supports the finding that manipulative movement is essential for the development of eye-hand coordination and dynamic balance. As described in the Fundamental Movement Skills (FMS) theory, the development of manipulative skills often contributes to progress in other motor skills, including locomotor and non-locomotor movements[47]–[49] . Children who are skilled at throwing and catching the ball not only develop object control, but also refine locomotor skills such as running or jumping to catch the ball in play. This research suggests that well-designed games can help children combine these different forms of basic movement to improve overall coordination and balance. This study makes a new contribution by emphasising how the game model not only improves the ability to perform specific manipulative movements, but also helps to build integration between basic movements [50], [51]. This means that the game model used in this study allows learners not only to focus on one type of movement, but also to practise other basic movements indirectly. For example, in a game that involves throwing a ball, children can also run, jump or spin to avoid obstacles, which simultaneously develops learners' locomotor and non-locomotor skills. Integrating games that target basic movement into the school curriculum can accelerate children's overall motor development. By ensuring that learners have a balanced opportunity to develop manipulative, locomotor and non- locomotor movements, educators can help improve motor skills that are essential for participation in a wider range of physical activities later in life, including sports and fitness activities. Overall, the study reinforces existing theories about the importance of physical activity in the development of motor skills, but also makes new contributions by emphasising the importance of play in the context of manipulative learning. In the future, further research with variations in game design and larger sample sizes is expected to deepen our understanding of the effects of play-based interventions on children's motor skills. 3. Conclusion This study aims to investigate the influence of game models on the development of learners' manipulative movement skills, focusing on how games can improve overall motor skills. The results showed that the use of the game model significantly contributed to the improvement of manipulative movement skills, which are closely related to the development of other basic movements, such as locomotor and non-locomotor movements. In addition, the study shows that the game model is not only effective in improving manipulative skills, but can also be adapted to the needs and abilities of individual learners. The main contribution of this study is to strengthen the theory that a game-based learning approach plays an important role in the development of motor skills, and to open up space for a more individualised approach to physical education. This study also provides new insights into how different types of basic movement can be integrated into an interactive learning model. Based on these findings, it is suggested that educators and coaches use the game model as the main tool in children's motor development, with adaptations based on learners' initial abilities. Further research with larger sample sizes and long-term testing is also recommended to deepen the understanding of the effects of games on motor development. 8123 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 8117-8125, 2024 DOI: 10.55214/25768484.v8i6.3756 © 2024 by the authors; licensee Learning Gate Copyright: © 2024 by the authors. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). References [1] H. Jeon and S. Jun, “Outdoor Playground Design Criteria Development for Early Childhood Development: A Delphi Study from the Perspective of Fundamental Movement Skills and Perceptual-Motor Skills,” Int. J. Environ. Res. Public Health, vol. 18, no. 8, p. 4159, Mar. 2021, doi: 10.3390/ijerph18084159. [2] R. Navarro-Patón, J. Brito-Ballester, S. P. Villa, V. Anaya, and M. 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