ABSTRACT
This study determined the relationship between the movement-oriented learning activities and the gross motor development among Key Stage 1 learners. Specifically, it assessed the extent of implementation of movement-oriented learning activities in terms of locomotor, non-locomotor, manipulative, and rhythmic and movement games, and examined the level of gross motor development in terms of balance, coordination, agility, locomotor skills, and object-control skills. A descriptive-correlational research design was employed using a survey used by Dwyer et al., (2011) in their study, “The validity and reliability of a home environment preschool-age physical activity questionnaire (Pre-PAQ)” and Urich (2019) entitled, “Test of Gross Motor Development-Third Edition (TGMD-3) administered to the respondents. Data were analyzed using weighted mean and Pearson Product-Moment Correlation Coefficient. Findings revealed that the extent of implementation of movement-oriented learning activities was very high, indicating that movement-based strategies were consistently integrated into the learning experiences of Key Stage 1 learners. Likewise, the level of gross motor development of learners was found to be very high, demonstrating strong competencies across all measured domains. Among the indicators, participation in action songs, walking activities, and rhythmic activities registered among the highest ratings, while learners exhibited particularly strong performance in balance and object-control skills. Furthermore, the study established a very strong positive and statistically significant relationship between movement-oriented learning activities and gross motor development, leading to the rejection of the null hypothesis. The findings indicate that increased implementation of movement-oriented learning activities contributes significantly to the enhancement of learners' gross motor skills. The study underscores the importance of integrating movement-based learning experiences in early elementary education to promote holistic learner development and improve fundamental motor competencies.
Keywords: Movement-Oriented Learning Activities, Gross Motor Development, Key Stage 1 Learners
INTRODUCTION
Early childhood education plays a vital role in establishing the foundation for lifelong learning and development. During the kindergarten years, children undergo significant growth in physical, cognitive, social, emotional, and language domains. Among these developmental areas, gross motor development serves as a fundamental component that influences children's readiness to learn, participate in classroom activities, and engage in meaningful educational experiences. Gross motor skills involve the coordination of large muscle groups used in activities such as running, jumping, hopping, balancing, throwing, and climbing. These skills enable children to explore their environment, interact with peers, and participate actively in learning tasks.
In recent years, educators have increasingly recognized the importance of integrating movement-oriented learning activities into classroom instruction. Movement-oriented learning activities refer to structured and purposeful physical activities incorporated into educational experiences to enhance learning while promoting physical development. Such activities provide opportunities for learners to acquire knowledge through active participation, body movement, and sensory engagement. Research indicates that movement-based learning contributes significantly to the development of fundamental motor skills and supports children's overall growth and academic success.
According to Wang and Zhou (2024), motor development-focused exercise programs significantly improve gross motor skills among preschool children compared with ordinary physical activities. Their meta-analysis revealed that structured movement experiences positively influence children's motor competence and physical development. These findings emphasize the importance of providing intentional movement activities during the early childhood years to maximize developmental outcomes. Likewise, planned active play activities have been found to increase children's participation in moderate-to-vigorous physical activity while improving their fundamental movement skill proficiency, suggesting that carefully designed movement experiences contribute to both physical health and learning readiness.
Furthermore, movement-oriented learning activities extend beyond physical development and contribute to children's cognitive and academic growth. Capio et al. (2024) demonstrated that integrating fundamental movement skills with academic learning activities, particularly mathematics instruction, enhanced children's motor competence and supported academic skill acquisition. The study highlighted that children learn more effectively when movement is embedded within instructional activities, allowing them to engage multiple sensory pathways during learning. Similarly, research on motor skill proficiency has shown significant contributions to children's cognitive and social development, indicating that physical movement and learning are closely interconnected.
Music and movement activities have also been found to support children's developmental growth. Laure and Habe (2023) reported that music-movement activities significantly improved rhythmic abilities and promoted active participation among preschool learners. Such activities stimulate coordination, balance, body awareness, and concentration, which are essential skills for successful classroom engagement. Additionally, movement-based activities encourage children to develop self-regulation, attention, and problem-solving abilities, which are critical factors associated with academic performance.
The importance of movement-oriented learning becomes even more relevant among kindergarten learners who possess limited early literacy experiences. Children entering school without sufficient exposure to language-rich environments often encounter difficulties in developing foundational literacy skills. Many learners from coastal communities face educational challenges associated with limited access to educational resources, poverty, geographical isolation, and reduced opportunities for early childhood enrichment programs. These circumstances may affect school readiness and academic achievement.
Research suggests that movement-based learning activities can serve as an effective instructional approach for young learners with limited literacy backgrounds because movement promotes active engagement, enhances memory retention, and supports language acquisition through experiential learning. Children learn concepts more effectively when they are physically involved in the learning process rather than relying solely on traditional teacher-centered instruction. Through movement-oriented activities such as action songs, games, role-playing, locomotor exercises, and kinesthetic storytelling, learners can develop vocabulary, listening comprehension, sequencing skills, and concept understanding while simultaneously strengthening gross motor abilities.
The relevance of the present study is further supported by findings indicating that physical literacy and movement experiences contribute to children's overall developmental competence. Yaswinda et al. (2021) emphasized that children's physical literacy develops through engagement in movement-related activities and noted that children living in coastal areas demonstrated notable movement abilities resulting from frequent interaction with their physical environment. However, despite these natural opportunities for movement, structured educational activities that intentionally develop gross motor skills and connect them with learning outcomes remain necessary to maximize children's developmental potential.
In the context of the researcher's school, many kindergarten learners come from coastal communities and enter school with little or no prior exposure to formal literacy experiences. These learners often exhibit varying levels of readiness in language, communication, and academic skills. Consequently, there is a need for instructional strategies that accommodate their developmental needs while fostering active participation and meaningful learning experiences. Movement-oriented learning activities offer a promising approach because they align with children's natural inclination to move, play, and explore while supporting both motor and academic development.
Therefore, this study seeks to examine the relationship between movement-oriented learning activities and gross motor development among kindergarten learners. The findings of this study may provide valuable insights for teachers, school administrators, parents, and curriculum planners regarding the effectiveness of movement-based instructional approaches in promoting holistic development among young learners. Moreover, the study may contribute to the growing body of knowledge supporting the integration of movement-oriented strategies in kindergarten education.
This study aims to determine the relationship between movement-oriented learning activities and gross motor development among key stage 1 learners in Gayad Elementary School, Capoocan II District, Leyte Division. The findings of the study were basis for the proposed enhancement plan.
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