A play-based integrated curriculum with synchronous music efficiently enhance Children's fundamental movement skills (FMS)

Abstract

Background

Integrated programs combining music and movement effectively enhance children's Fundamental Movement Skills (FMS). Nonetheless, the efficacy comparison between synchronous and asynchronous music in FMS improvement remains inconclusive.

Aims

The primary purposes of this study are threefold: 1) to evaluate the effectiveness of a play-based movement curriculum with synchronous music in FMS, 2) to determine if the intervention curriculum is particularly effective in improving object control skills, 3) to assess whether the intervention curriculum is effective across all tasks.

Methods

A multivariate analysis of covariance (MANCOVA) was conducted to examine the differences between the experimental group (EG) and control group (CG) following the intervention program.

Results

Large F values suggest that play-based movements with synchronous music are more effective in improving FMS, enhancing not only locomotor skills but also object control skills. The η² value indicates that the integrated curriculum with synchronous music is more effective for enhancing object control skills. Tasks such as running, leaping, and horizontal jumping, along with two other tasks, did not show significant changes following the intervention.

Conclusions

Overall, the play-based movement curriculum with synchronous music enhance FMS, particularly in object control skills. However, it did not show significant effects on certain individual tasks. Future research should explore how other musical elements, such as tempo variations, influence specific FMS activities.