The Examination of Game Skills of Children Aged 5-6 Years Participating in Movement Education

Abstract

This study examines the game skills of children aged 5-6 years participating in movement education programs. Given the crucial role of physical and cognitive skill development in early childhood, the study aims to explore how structured physical activities influence children’s motor skills, cognitive abilities, and social interactions. A descriptive survey model was employed involving 144 parents of children participating in movement education. The Game Skills Scale (GSS) was utilized to measure children’s game skills, and data were analyzed using SPSS 25, with t-tests for pairwise comparisons and Pearson’s correlation coefficient applied to determine relationships between variables, with a significance level set at p < 0.05. The results indicate that the game skills of children participating in movement education are notably high, with no significant differences based on gender or age. Furthermore, the duration of participation in movement education did not significantly impact the children’s game skills. These findings underscore the importance of incorporating structured physical activity programs in early childhood education to promote comprehensive development. The study contributes to the existing literature by highlighting the multifaceted benefits of movement education and providing insights for optimizing early childhood physical activity interventions.