The Effects of an Integrated Programme on Developing Fundamental Movement Skills and Rhythmic Abilities in Early Childho
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The Effects of an Integrated Programme on Developing Fundamental Movement Skills and Rhythmic Abilities in Early Childhood Miha Marinšek1 · Olga Denac1
© Springer Nature B.V. 2020
Abstract Different teaching approaches can be employed to facilitate the development of fundamental movement skills (FMS) and rhythmic abilities (RA) in early childhood. This study examined the influence of three different educational programmes on the development of FMS and RA. The Test of Gross Motor Development—Second Edition and RA tests were used to assess FMS and the RA development among 62 children (aged 5 to 6 years) before and after implementation of three different programmes: music and movement programme, movement-only programme, and traditional programme according to a standard kindergarten curriculum. Results revealed that music and movement are interrelated curricular areas. In addition to more frequently studied effects of integrating movement into music education, and the effects of music on movement performance, our results demonstrated that movement practice, alone, also facilitates RA development. The results of the present study indicate that the most effective way to promote FMS and RA development in early childhood is to integrate music and movement into a uniform programme. Keywords Physical education · Music education · Didactics · Teaching approach Integration of music and movement is an effective approach to teaching (Hallam 2010). Rhythmic entrainment is the induction mechanism that stimulates motor learning and emotions through music. This mechanism enhances movement performance through the synchronisation of movement to an auditory rhythmic cue. Entrainment cues prime the motor system, improve the timing of movement, and improve kinematic and kinetic movement parameters (Thaut et al. 2015). The basal ganglia, a crucial subcortical motor relay centre, and several other motor-related brain regions (i.e., plementary motor area, cerebellum) are consistently implicated in rhythm processing, exhibiting increased activation in response to music (Trost and Vuilleumier 2013). Stimulation of the basal ganglia in response to a rhythmic stimulus may facilitate correct movement execution. Additionally, the basal ganglia is also strongly involved in the processing of pleasant emotion (Trost et al. 2017); therefore, the benefits of music on child motivation during the learning
* Miha Marinšek [email protected] 1
Faculty of Education, University of Maribor, Koroška cesta 160, 2000 Maribor, Slovenia
process (including learning outcomes) have a firm biological antecedent. Fundamental movement skills (FMS) are part of lifelong motor development and are supposedly a foundation for learning more complex and sport specific skills in later periods of motor development (Seefeldt 1980; Haywood and Getchell 2009). Every FMS has a certain movement pattern, which is a time-sequenced series of organized movements, defining the skill itself (Roberton and Halverson 1984). As all actions, FMS cause changes in the environment tha
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