Efectos de un programa de movimiento multilateral sobre las habilidades motrices fundamentales y la autorregulación en niños de 3 a 8 años: un estudio cuasiexperimental
DOI:
https://doi.org/10.55040/p188f042Palabras clave:
juegos multilaterales, habilidades motrices en niños, función ejecutiva, habilidades motrices fundamentalesResumen
Este estudio tuvo como objetivo analizar el efecto del modelo de entrenamiento de Actividad en Campo Multilateral sobre las habilidades locomotoras, las habilidades de control de objetos y la autorregulación en niños de 3 a 8 años. El estudio empleó un diseño cuasiexperimental con un pretest-postest de grupo de control no equivalente que involucró dos grupos, a saber, el grupo de intervención y el grupo de control. La muestra consistió en 60 niños (30 niños y 30 niñas) de preescolar a los primeros niveles de primaria. Las habilidades locomotoras y de control de objetos se midieron utilizando la Prueba de Desarrollo Motor Grueso-Segunda Edición (TGMD-2), mientras que la autorregulación se midió utilizando la Prueba de Cabeza-Pies-Rodillas-Hombros Revisada (HTKS-R). El programa de intervención fue modificado con base en artículos científicos previos y se implementó durante 8 semanas a las 7:30 a. m., con una duración que aumentó gradualmente de 30 a 60 minutos. Cada actividad se realizó de 3 a 6 repeticiones con intervalos de 45 a 60 segundos. Las mediciones se realizaron en las fases pretest y postest utilizando procedimientos de evaluación estándar, con la participación de dos evaluadores capacitados. Los resultados del MANCOVA indicaron un efecto multivariado significativo del grupo (sig. 0,000; ηp² = 0,483) y un efecto significativo de la edad (sig. 0,021; ηp² = 0,156), mientras que la interacción grupo × edad no fue significativa (sig. 0,501). Las pruebas univariadas mostraron que el grupo tuvo un efecto significativo en las tres variables dependientes (locomotora ηp² = 0,439; control de objetos ηp² = 0,436; autorregulación ηp² = 0,463). Estos hallazgos indican que el entrenamiento multilateral basado en el campo puede ser un enfoque eficaz para apoyar el desarrollo holístico de los niños en los aspectos psicomotores y psicológicos.
Referencias
Abe, T., Kitayuguchi, J., Fukushima, N., Kamada, M., Okada, S., Ueta, K., … Mutoh, Y. (2022). Fundamental movement skills in preschoolers before and during the COVID-19 pandemic in Japan: a serial cross-sectional study. Environmental Health and Preventive Medicine, 27. https://doi.org/10.1265/ehpm.22-00049
Ahmed, S. F., Skibbe, L. E., McRoy, K., & Tatar, B. H. (2022). Strategies, recommendations, and validation of remote executive function tasks for use with young children. Early Childhood Research Quarterly, 60, 336–347. https://doi.org/10.1016/j.ecresq.2022.03.002
Aniśko, B., Bernatowicz, K., & Wójcik, M. (2025). Effects of body mass index and extracurricular sports activities on physical fitness in school-aged children. Frontiers in Public Health, 13. https://doi.org/10.3389/fpubh.2025.1578304
Arifiyanti, N. (2020). The Gross Motor Skill Differences Between Preschool Boys and Girl. Aulad: Journal on Early Childhood, 3(3), 115–120. https://doi.org/10.31004/aulad.v3i3.78
Bao, R., Wade, L., Leahy, A. A., Owen, K. B., Hillman, C. H., Jaakkola, T., & Lubans, D. R. (2024, August 1). Associations Between Motor Competence and Executive Functions in Children and Adolescents: A Systematic Review and Meta-analysis. Sports Medicine. Springer Science and Business Media Deutschland GmbH. https://doi.org/10.1007/s40279-024-02040-1
Bardid, F., Huyben, F., Lenoir, M., Seghers, J., De Martelaer, K., Goodway, J. D., & Deconinck, F. J. A. (2016). Assessing fundamental motor skills in Belgian children aged 3-8 years highlights differences to US reference sample. Acta Paediatrica, International Journal of Paediatrics, 105(6), e281–e290. https://doi.org/10.1111/apa.13380
Chen, G., Tongdecharoen, W., & Wattanapayungkul, Y. (2024). Designing a Fundamental Movement Training Program to Improve Basketball Skills in Elementary Schools’ Student. International Journal of Sociologies and Anthropologies Science Reviews, 4(3), 71–82. https://doi.org/10.60027/ijsasr.2024.4106
Chichinina, E., Gavrilova, M., & Drid, P. (2025). Executive function skills predict motor competence in preschool children. BMC Pediatrics, 25(1). https://doi.org/10.1186/s12887-025-05582-z
Conra, M. A., Marlina Siregar, N., & Setiakarnawijaya, Y. (2021). GAME-BASED SOCCER TRAINING MODELS FOR CHILDREN AGED 6-8 YEARS. Gladi : Jurnal Ilmu Keolahragaan, 12(04), 281–290. https://doi.org/10.21009/gjik.124.07
da Silva, M. A. C., de Lucena Martins, C. M., Alencar, M. A., Firmino, P. R. A., & Bandeira, P. F. R. (2025). Association Between Motor Competence, Executive Functions, and Self-Regulation: A Complex Systems Approach. American Journal of Human Biology, 37(8). https://doi.org/10.1002/ajhb.70110
da Silva, M. A. C., Mota, J. G., Lemos, N. B. A. G., Martins, C. M. de L., & Bandeira, P. F. R. (2025). Evidence of validity of the Head-Toes-Knees-Shoulders Revised (HTKS-R) for Brazilian children. Child Neuropsychology, 31(5), 680–691. https://doi.org/10.1080/09297049.2024.2424330
Du, A., Ning, K., Shangguan, C., Wang, C., Wan, B., & Chi, A. (2025). The Effects of Acute Cognitively Engaging Physical Activity on Executive Function in Preschool Children: Evidence from Behavioral and fNIRS Measures. Behavioral Sciences, 15(12). https://doi.org/10.3390/bs15121712
Fernandes, V. R., Becker, D. R., McClelland, M. M., & Deslandes, A. C. (2023). Head-Toes-Knees-Shoulders task and EF in two samples of adolescents in Brazil and United States. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1149053
George, D., & Mallery, P. (2021). IBM SPSS Statistics 27 Step by Step. IBM SPSS Statistics 27 Step by Step. Routledge. https://doi.org/10.4324/9781003205333
Giráldez, V. A. (2020). ¿How should physical education work in early childhood education be? Retos, 40(9), 588–596. https://doi.org/10.47197/RETOS.V37I37.74177
González-Andrade, A., Tubío, J., Álvarez-Bardón, A., & Santiago-Ramajo, S. (2024). Relationship between executive functions, mathematical skills and fitness/physical activity in elementary school children: a systematic review. Electronic Journal of Research in Educational Psychology, 22(62), 469–504. https://doi.org/10.25115/ejrep.v22i63.9216
Guzmán-Muñoz, E., Concha-Cisternas, Y., Jofré-Saldía, E., Castillo-Paredes, A., Molina-Márquez, I., & Yáñez-Sepúlveda, R. (2025, November 1). Physical Activity and Its Effects on Executive Functions and Brain Outcomes in Children: A Narrative Review. Brain Sciences. Multidisciplinary Digital Publishing Institute (MDPI). https://doi.org/10.3390/brainsci15111238
Halaši, S., & Štajer, A. (2025). Reliability and validity of TGMD-2 in Serbia for children aged 7-8 t. Zbornik Radova Pedagoskog Fakulteta Uzice, (27), 361–382. https://doi.org/10.5937/zrpfu2527361h
Hidayat, A. K., Susilowati, S., Suartini, D. A., Hastina, S., Santoso, R., Aziz, Z., & Yambedoan, T. (2025). The Development of Physical Activities Based on Racket Striking for Early Childhood Education Students in Yogyakarta City. Jurnal Moderasi Olahraga, 5(1), 61–74. https://doi.org/10.53863/mor.v5i1.1548
Ibrahim, A., Jasim, A. G., Hawar, A. B., Ghaeb, Y. F., & Alsamarae, M. S. K. (2025). Effect of HTKS-R–inspired visual reversal motor play on self-regulation and motor skills in preschoolers. Retos, 73, 1145–1155. https://doi.org/10.47197/retos.v73.117771
Jiang, S., Zeng, N., Ng, J. Y. Y., Chong, K. H., Zeng, T., Leung, S. K. Y., & Ha, A. S. (2026, December 1). Effects of physical activity interventions on fundamental movement skills and cognitive function in early childhood: A systematic review and network meta-analysis. Journal of Sport and Health Science. Elsevier B.V. https://doi.org/10.1016/j.jshs.2025.101085
Kenny, S. A., Cameron, C. E., Karing, J. T., Ahmadi, A., Braithwaite, P. N., & McClelland, M. M. (2023). A meta-analysis of the validity of the Head-Toes-Knees-Shoulders task in predicting young children’s academic performance. Frontiers in Psychology. Frontiers Media SA. https://doi.org/10.3389/fpsyg.2023.1124235
Khudolii, M., Ivashchenko, O., & Khudolii, O. (2025, November 30). Fundamental Movement Skills Development in Children Aged 5–12: Theory, Evidence, and Pedagogical Models. Physical Education Theory and Methodology. OVS LLC. https://doi.org/10.17309/tmfv.2025.6.16
Korucu, I., Duncan, R. J., Kenny, S. A., Gonzales, C. R., Ahmadi, A., Karing, J. T., & McClelland, M. M. (2025). The Head–Toes–Knees–Shoulders Task as a Screening Tool for Kindergarten-Level Achievement. Behavioral Sciences, 15(11). https://doi.org/10.3390/bs15111464
Lenes, R., Gonzales, C. R., Størksen, I., & McClelland, M. M. (2020). Children’s Self-Regulation in Norway and the United States: The Role of Mother’s Education and Child Gender Across Cultural Contexts. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.566208
Li, S., Song, Y., Zhang, Q., & Wang, Z. (2025). Mediation of executive functions in the relationship between motor skills and psychosocial health in preschool children. Journal of Exercise Science and Fitness, 23(3), 167–174. https://doi.org/10.1016/j.jesf.2025.04.002
Mao, F., Huang, F., Zhao, S., & Fang, Q. (2024). Effects of cognitively engaging physical activity interventions on executive function in children and adolescents: a systematic review and meta-analysis. Frontiers in Psychology. Frontiers Media SA. https://doi.org/10.3389/fpsyg.2024.1454447
Martin, R., Murphy, J., Molina-Soberanes, D., & Murtagh, E. M. (2022). The clustering of physical activity and screen time behaviours in early childhood and impact on future health-related behaviours: a longitudinal analysis of children aged 3 to 8 years. BMC Public Health, 22(1). https://doi.org/10.1186/s12889-022-12944-0
Mavilidi, M. F., Pesce, C., Mazzoli, E., Bennett, S., Paas, F., Okely, A. D., & Howard, S. J. (2023). Effects of Cognitively Engaging Physical Activity on Preschool Children’s Cognitive Outcomes. Research Quarterly for Exercise and Sport, 94(3), 839–852. https://doi.org/10.1080/02701367.2022.2059435
McClelland, M. M., Gonzales, C. R., Cameron, C. E., Geldhof, G. J., Bowles, R. P., Nancarrow, A. F., … Tracy, A. (2021). The Head-Toes-Knees-Shoulders Revised: Links to Academic Outcomes and Measures of EF in Young Children. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.721846
Mertler, C. A., Vannatta, R. A., & LaVenia, K. N. (2025). Multivariate Analysis of Variance and Covariance. In Advanced and Multivariate Statistical Methods (pp. 132–176). Routledge. https://doi.org/10.4324/9781003562436-6
Moon, J., Webster, C. A., Stodden, D. F., Brian, A., Mulvey, K. L., Beets, M., … Russ, L. (2024). Systematic review and meta-analysis of physical activity interventions to increase elementary children’s motor competence: a comprehensive school physical activity program perspective. BMC Public Health, 24(1). https://doi.org/10.1186/s12889-024-18145-1
Olive, L. S., Telford, R. M., Westrupp, E., & Telford, R. D. (2024). Physical activity intervention improves executive function and language development during early childhood: The active early learning cluster randomized controlled trial. Child Development, 95(2), 544–558. https://doi.org/10.1111/cdev.14014
Palmer, K. K., McKheen, A., Palmer, S. A., Wood, A. P., Stodden, D. F., & Robinson, L. E. (2025). Using 2 Versions of the Test of Gross Motor Development to Classify and Screen Young Children’s Motor Skills: A Comparison Study. Pediatric Exercise Science, 37(4), 330–336. https://doi.org/10.1123/pes.2023-0189
Piotrowski, T., Makaruk, H., Tekień, E., Feleszko, W., Kołodziej, M., Albrecht, K., … Gąsior, J. S. (2025, October 1). Fundamental Movement/Motor Skills as an Important Component of Physical Literacy and Bridge to Physical Activity: A Scoping Review. Children. Multidisciplinary Digital Publishing Institute (MDPI). https://doi.org/10.3390/children12101406
Prasetyo, H. J., Purnama, S. K., Doewes, R. I., Syaifullah, R., & Sugiyanto. (2022). Throwing Technique Training Model for Blind Goalball Athletes. International Journal of Human Movement and Sports Sciences, 10(5), 982–987. https://doi.org/10.13189/saj.2022.100515
Putro, K. H., Suharjana, S., Marhaendro, A. S. D., Hariono, A., Siswantoyo, S., Fauzi, F., … Prabowo, T. A. (2025). Evaluating Validity and Test-retest Reliability on Indonesian Basketball Talent Scouting Model for Athletes Aged 10 to 14. Physical Education Theory and Methodology, 25(3), 540–547. https://doi.org/10.17309/tmfv.2025.3.09
Safitri, A. P., Kriswanto, E. S., Pambudi, A. F., & Prabowo, T. A. (2025). Implementing Big Ball Games to Enhance Coordination in 11–12-Year-Old Students: A Gender-Based Analysis. Physical Education Theory and Methodology, 25(6), 1406–1415. https://doi.org/10.17309/tmfv.2025.6.11
Šalaj, S., Milčić, L., & Šimunović, I. (2019). Differences in motor skills of selected and non-selected group of children in artistic gymnastics in the context of their motor development. Kinesiology, 51(1), 133–140. https://doi.org/10.26582/k.51.1.16
Salters, D., Chauvin, E., Woodruff, S. J., & Scharoun Benson, S. M. (2025). Promoting Fundamental Movement Skills and Physical Literacy Among 8–12-Year-Old Children: Feasibility Insights from an 8-Week Pilot Program in Southwestern Ontario. Children, 12(7). https://doi.org/10.3390/children12070838
Santoso, N. P., Subagyo, S., Santoso, N., Prabowo, T. A., & Yulianto, W. D. (2024). Assessing the Effect of Traditional Games on Manipulative Movements in Elementary School Students Based on Gender. Physical Education Theory and Methodology, 24(3), 441–448. https://doi.org/10.17309/tmfv.2024.3.13
Simpson, A., Ward, B., Rosenberg, M., Jackson, B., Gou, J., Derbyshire, A., & Thornton, A. L. (2025). Preliminary validity evidence for a rapid fundamental movement skill assessment tool for primary education settings. Frontiers in Sports and Active Living, 7. https://doi.org/10.3389/fspor.2025.1441402
Supriady, A. (2024). GROSS MOTOR SKILL LEVELS IN PRESCHOOLERS. JUARA : Jurnal Olahraga, 9(2), 738–744. https://doi.org/10.33222/juara.v9i2.3756
Supriady, A., Mahendra, A., Budiana, D., & Ma’mun, A. (2023). Improving Fundamental Movement Skills in Early Childhood through Outdoor Play Based on Gender. Jurnal Pendidikan Jasmani Dan Olahraga, 8(2), 260–269. https://doi.org/10.17509/jpjo.v8i2.61277
Trost, S. G., & Brookes, D. S. K. (2021). Effectiveness of a novel digital application to promote fundamental movement skills in 3- to 6-year-old children: A randomized controlled trial. Journal of Sports Sciences, 39(4), 453–459. https://doi.org/10.1080/02640414.2020.1826657
Wedi, S., Tomoliyus, T., Fauzi, F., Gemaini, A., & Prabowo, T. A. (2024). Innovation, Validity, and Reliability of Modified Dynamic Balance Test for Karate Kata Category. Sport Mont, 22(3), 3–8. https://doi.org/10.26773/smj.241004
Wilhite, B. C., Chui, K., Sacheck, J. M., Hatfield, D. P., Morris, M., Ziembowicz, M., … Hennessy, E. (2025). Getting an Active Start: Assessing the Impact of a Physical Literacy-Based Intervention on Preschool-Aged Children’s Fundamental Movement Skills, Motor Competency and Behavioral Self-Regulation. International Journal of Environmental Research and Public Health, 22(12). https://doi.org/10.3390/ijerph22121861
Wu, H., Eungpinichpong, W., Ruan, H., Zhang, X., Wang, S., & Ding, C. (2021). Protocol for a quasi-experimental study examining the effect of a ball skills intervention on four domains of preschooler development. Primary Health Care Research and Development, 22. https://doi.org/10.1017/S1463423621000645
Yin, X., Zhang, D., Shen, Y., Wang, Y., Wang, Z., & Liu, Y. (2025, December 1). Effectiveness of school-based interventions on fundamental movement skills in children: a systematic review and meta-analysis. BMC Public Health. BioMed Central Ltd. https://doi.org/10.1186/s12889-025-22696-2
Zhang, X., Tang, C., Geng, M., Li, K., Liu, C., & Cai, Y. (2025). The effects of active play interventions on children’s fundamental movement skills: a systematic review. BMC Pediatrics, 25(1). https://doi.org/10.1186/s12887-024-05385-8
Zhao, M., Han, X., Che, L., Qi, C., Ma, X., & Wang, S. (2023). The relative age effect and gender difference on fundamental motor skills in preschool children aged 4–5 years. Early Child Development and Care, 193(2), 174–184. https://doi.org/10.1080/03004430.2022.2071870
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2026 Endang Rini Sukamti, Wenti Nopriani, Ratna Budiarti, Risti Nurfadhila, Muhammad Wahyu Arga (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Las obras que se publican en esta revista están sujetas a los siguientes términos:
1. El autor conserva los derechos patrimoniales (copyright) de las obras publicadas, y concede el derecho de la primera publicación a la revista.
2. Las obras se publican en la edición electrónica de la revista bajo una licencia Reconocimiento-NoComercial-CompartirIgual (texto legal). Se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que: i) se cite la autoría y la fuente original de su publicación (revista, editorial y URL de la obra); ii) no se usen para fines comerciales; iii) se mencione la existencia y especificaciones de esta licencia de uso.
3. Condiciones de auto-archivo. Se permite y se anima a los autores a difundir electrónicamente las versiones post-print (versión editorial), ya que favorece su circulación y difusión más temprana y con ello un posible aumento en su citación y alcance entre la comunidad académica. Además de poder publicar los artículos en repositorios y diferentes soportes que colaboren en la difusión de la información, siempre que sea la versión post-print (versión editorial). Color RoMEO: Azul.
