Efficacy Evaluation of Intervention Strategies For Fundamental Motor Skill Development In Children Aged 8–9 Years: A Controlled Experimental Study At Dang Tran Con Primary School, Ho Chi Minh City
Keywords:
Fundamental motor skills, physical education, children aged 8–9, pedagogical intervention, primary schoolAbstract
This study aims to evaluate the efficacy of a comprehensive system of pedagogical intervention strategies specifically designed to enhance Fundamental Motor Skills (FMS) in children aged 8–9 years at Dang Tran Con Primary School, District 4, Ho Chi Minh City. The research cohort comprised 256 primary school students (128 boys, 128 girls) who were randomly assigned to either an experimental group (EG, n = 128) or a control group (CG, n = 128). The experimental group participated in a structured intervention framework consisting of nine specific pedagogical strategies, including station-based learning models, targeted gamification, differentiated instruction, and progressive structural overload. Fundamental motor skills were measured pre- and post-intervention utilizing eight standardized tests evaluating static/dynamic balance, explosive power, linear speed, agility, and hand-eye coordination. Independent and paired-sample t-tests revealed that after a one-semester intervention, the experimental group demonstrated statistically significant and superior improvements (p<0.05) across all eight motor tests compared to the control group, regardless of gender or age cohort (8 or 9 years old). In conclusion, the systematic integration of deliberate pedagogical constraints, maximization of Active Learning Time (ALT), and individualization within Physical Education (PE) curricula are critical to optimizing foundational motor development during early childhood education.
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