DOI 10.17309/tmfv.2025.5.19

Keywords: Game Methods, Interests, Learning Outcomes, and Fundamental Movement Skills

Abstract

Background. This research aimed to determine the application of the game methods and interest to Elementary School students’ learning outcomes of fundamental movement skills in running. The research samples consisted of 60 third-grade elementary school students

Materials and Methods. This research used treatment by level 2x2 research design with Tukey's test at the level of = 0.05

Results. The results showed: 1) Qh=12.40 and Qt=3.83 in groups A1 and A2. Based on these results, it can be concluded that there were differences in learning outcomes of fundamental movement skills in running between-group game methods and individual game methods. 2) The Fh > Ft was 19.81 > 4.15. In conclusion, there was an interaction between the game methods and learning interest on fundamental movement skills in running. 3) The result of the Tukey’s test in groups A1B1 and A2B1 included Qh = 11.27 and Qt = 2.99. Based on these results, it can be concluded that the learning outcomes of fundamental movement skills in running with high interest taught using the group game method were better than the individual game method. 4) Furthermore, the Qh=1.32 and Qt=2.99.

Conclusions. Based on these results, it could be concluded that the learning outcomes of lowinterest fundamental movement skills in running taught using the group game method were not better than the individual game method

Introduction

Education is a fundamental life aspect for developing a country. Education can support future development that can develop students' potential to overcome life problems. Education can create intelligent, insightful, skilled, and quality generations, which hopefully can change the nation towards a better direction. Based on the mandate of the Government Regulation on National Education Standards, one of the standards that must be developed is the process standard. Process standards are national education standards related to implementing learning in academic units to achieve graduate competence.

Philosophy, cognitive psychology, social psychology, and scientific theory reviews agree that learning is a change process (Donà et al., 2009). Students themselves make changes to their knowledge. Teachers’ roles in learning include being a facilitator, a mediator, and a mentor. The teachers can only help change students' knowledge through their roles to achieve a perfect level of comprehension compared to previous knowledge. It can be concluded that learning is an activity that is individual, resulting in a change from not knowing to knowing. (Mustafa & Dwiyogo 2020) state that Physical Education is an educational process that utilizes physical activity and is planned systematically to improve individuals organically, neuromuscularly, perceptually, cognitively, socially, and emotionally. (Moerianto, Valianto, & Dewi 2020) suggest that in physical education, a practical approach to pedagogic practice is using some different teaching styles. It is further emphasized that Physical Education is an integral part of the overall education system, which focuses on developing physical fitness, movement skills, critical thinking skills, emotional stability, social skills, reasoning, and moral action through physical activities.

Physical education is essentially an educational process that utilizes physical activity to produce holistic changes in individual qualities physically, mentally, and emotionally (Solihin, Ginanjar, & Widyawan, 2020). Physical education treats children as a unified whole and total creature, rather than just thinking of them as separate physical and mental qualities. In achieving the objectives of physical education, several supporting factors are required, including the teacher as a transmitter of information and the students as recipients of information, infrastructure, and methods or ways to convey information. The preferred and estimated method must be suitable for learning theory and practice of skills solely to increase the process effectiveness and efficiency. Physical education, sports, and health aim to enable students to have the following abilities: (1) Providing self-management skills to develop and recover physical fitness and a healthy lifestyle through various physical activities and selected sports; (2) Promoting better physical growth and psychological development; (3) Improving fundamental movement skills; (4) Laying the foundation of a solid moral character through internalizing the values in physical education, sports, and health; (5) Developing sportsmanship, honesty, discipline, responsibility, cooperation, confidence, and democracy; (6) Developing skills to maintain the safety of oneself, others, and the environment; and (7) Understanding the concept of physical activity and sports in a clean environment as information to achieve perfect physical growth, healthy lifestyle and fitness, skilled, and have a positive attitude. The learning process can be said to be effective if the behavior changes in students at least reach the optimal level. Its efficiency lies in the speed with which the subject matter is presented, even in a relatively short time. In other words, teachers should use an approach that is expected to provide meaningful experiences to students, both physically and psychologically, to increase the participation of all students' interest in movement so that the movement quality level is maximized.

Teacher's Roles in Physical Education.

Unfortunately, most physical education teachers’ roles have not been optimal. As stated by (Solihin et al. 2020), the physical education community does not accept and prioritize the cosmology of values.

Professionalism is the proposition that a physical education teacher's primary function is to help students learn. The importance of Physical Education in elementary schools in supporting children's growth and development, coupled with the current situation where technological developments have supported children to be cornered in conditions that tend to be physically passive, require efforts to optimize the Physical Education learning process in Elementary Schools. (Barrios 2012) states that one of the objectives of implementing physical education, sports, and health in elementary schools is to improve fundamental movement skills. Human fundamental movements include walking, running, jumping, and throwing (Rosita, 2014). Elementary school students have possessed these fundamental movement forms.

The fundamental movements of walking, running, and jumping are locomotor fundamental movements that need to be developed in elementary school (SD) besides other fundamental movements. Locomotor fundamental movement is one of the fundamental movement domains, besides nonlocomotor fundamental movements and manipulative fundamental movements. Locomotor fundamental movement is the subject taught in elementary schools (SD). (Anwar 2018) states twoway communication. Teaching is done by the teacher while learning. The learning process initially asks the teachers to know the fundamental skills possessed by students.

Fundamental Movements Often Used in Physical Education Learning in Elementary School

Fundamental movement skills are the 'basic foundation' for lifelong physical activity (Maelani & Sukriadi, 2020). Fundamental movement skills in elementary schools include three kinds, namely: locomotor, non-locomotor, and manipulation. (Mustafa & Dwiyogo 2020) state that one of the objectives of implementing physical education, sports, and health is to improve fundamental movement skills. These fundamental movements include walking, running, jumping, and throwing. (Bakhtiar, 2014) The critical fundamental movement skills for early childhood are divided into two forms, namely locomotor and object control. Locomotor is a movement that moves the body from one point to another. These movements include (a) Run; (b) Gallop (Horse running); (c) Hop (jump with the tip of the foot); (d) Leap (run accompanied by jumping); and (e) Horizontal Jump (jump in one direction as far as possible). (Rahmah, Yasbiati, Nur, & Kastrena 2019) reveal that gross motor skills use large muscles, including locomotor, non-locomotor, and manipulative fundamental movements. Students with increased motor skills will have higher physical ctivities (Lubans, Morgan, Cliff, Barnett, & Okely, 2010). Fundamental motor skills (FMS), usually classified as locomotion (e.g., running, one-legged jumping, and jumping) and ball skills (e.g., throwing, catching, and kicking). (Marinšek, Blazevic, & Liposek 2019) state that FMS is also known as "building blocks" for more advanced movement patterns, participation in physical activities, as well as sports and games (Lubans et al., 2010). FMS learning must be done at an early age because it is a crucial period (Onainor, 2019). If children do not learn FMS early, it will delay gross motor development. (Onainor 2019) may find it challenging to learn FMS later in life (Donà et al., 2009). Delay in FMS at an early age often results in persistent developmental delays over time from childhood to adolescence (Tandon et al., 2016). A positive relationship between fundamental movement skills and children's regular participation in physical activities (Linus et al., 2015). The physical activities carried out by children should be as broad as possible to develop fundamental movement skills. Meanwhile, (Marinšek et al. 2019) state that children's fundamental movement skills are acquired naturally as they grow into adults.

Locomotor fundamental movements are one of the domains of fundamental movements, in addition to non-locomotor movements and manipulative fundamental movements. Locomotor fundamental movements are the subjects taught in elementary schools (SD). (Burstiando 2015) states that locomotor fundamental movements are the basis of various skills that need guidance, training, and development. Thus, children can carry them out correctly and adequately. Locomotor movement is defined as movement that moves from place to place. Locomotor movement is a type of movement characterized by the whole body's movement in moving the place or point of weight of the body from one fulcrum to another. Locomotor movement is a movement of the body from one place to another. Furthermore, the jumping game starts with the fundamental movements that appear. (Rosita, 2014) The locomotor movement has a vital role in physical education learning, especially sports that require moving places or points of weight, such as sprinting, long jumps, high jumps, and other sports. Elementary school students often experience obstacles or difficulties in participating in physical education lessons that require locomotor movement skills. Physical education learning in schools, including elementary schools, is based on actual skills or using actual equipment. Based on learning these skills, elementary school students experience obstacles or difficulties because the locomotor movement skills are just developed in childhood, so physical education learning cannot be carried out optimally. To overcome obstacles or difficulties in learning physical education, a teacher must find the right solution so that the learning physical education objectives are achieved. One of them is utilizing games. (Yudanto, 2005) states that fundamental movement skills can be applied in various games, sports, and physical activities carried out daily. Game activities are appropriate to develop children's fundamental movement skills in elementary school because basically, the world of children is the world of play. Playing is a popular activity for children. It provides more incredible fun.

One of the physical education learning materials in elementary schools is the fundamental movement of running. The fundamental movement is one of the most important movements for students' motor development (Sd, Wajak, & Malang, n.d.). Fundamental movement skills in running are significant locomotor fundamental movements for elementary school students (Yudanto, 2005). Running distance in physical education learning in elementary schools uses short-distance running and basic techniques to start, run, and enter the finish line. According to (Anwar 2018), running is one of the basic skills in athletics, which has begun to require special skills. (Bahagia 2012) states that running is a body movement where both feet are present while floating in the air (both feet off the ground). It means that running is different from walking, always in contact with the ground. Running is the frequency of accelerated steps. Therefore, there is a tendency for the body to float when running. It means that both feet do not touch the ground. At least one foot still touches the ground (Sd et al., n.d.). Running is the frequency of accelerated steps. Therefore, there is a tendency for the body to float when running. It means that both feet do not touch the ground when running. At least one foot still touches the ground (Solihin et al., 2020)

One of the problems faced in school is how to make the delivery of primary running motion material absorbed optimally by students. The right learning approach when delivering learning materials can make students happier and active in participating in learning. (Donà et al. 2009) state that the learning approach can be interpreted as the starting point or point of view to the learning process. There are two types of approaches, namely the teacher-centered and the student-centered approaches. In other words, learning movement skills must be given and practiced since elementary school. A strategy to develop fundamental movement skills is through playing, which can facilitate children's motor skills because it is one of the gates of a child's world.

Interest in Improving Learning Outcomes of Fundamental Movements in Running

(Maelani & Sukriadi 2020) define interest as a sense of liking something or a thing without anyone telling. (Moerianto et al. 2020) define interest as a tendency to pay attention and act towards the person, activity, or situation as the object of the interest accompanied by feelings of pleasure. Stimulating ability can encourage someone to pay attention to another person, an item, or activity (Marinšek et al., 2019). Meanwhile, according to (Ismail, Jani, & Amer 2017), interest tends to feel best in a particular field and feel happy working in that field. (Marinšek et al. 2019) define interest as the awareness that a person's object, problem, or situation has something to do with him. It is a source of motivation that drives people to do what they want when free to choose. Throughout childhood, interest is a powerful source of motivation to learn. Children who are interested in an activity, either game or work, will try harder to learn rather than children who are less interested or feel bored. Interest can grow well if learning is carried out excitingly and follows the students’ development stages. Students interested in learning and having a positive attitude towards lessons will feel happy to learn certain subjects to achieve optimal learning outcomes. Therefore, to achieve optimal learning outcomes, in designing learning programs and learning activities for students, educators must pay attention to students' affective characteristics. Previous studies have shown that a person's mood or interests affect play performance (Ismail et al., 2017) and the cognitive performance of a sample (Gil Madrona, Roldán Iniesta, Isabel García Espinosa, & Sánchez Sánchez, 2014).

Learning is a behavior change process due to experience and practice (Afandi, Chamalah & Wardani, 2013). Learning and its process are two closely related concepts. (Tandon et al. 2016) state that learning is a series of activities designed to allow the learning process to occur in students. (Tuzzin et al. 2015) define learning as a process of a relatively permanent change in individual behavior due to experience. The learning process will occur when students carry out activities to learn something in their environment, through humans, animals, plants, and other objects as learning materials. Fun learning can attract students' interest in participating in learning, especially in the learning of Physical Health, and Sports Education seeks to arouse human interest. Thus, they want to increase their intelligence and understanding. Students should be interested in studying Physical Education, Sports, and Health. Interest is vital to improving the quality of the process and student learning outcomes. Students with interests, motivation, learning awareness, positive attitudes towards subjects, and teachers are expected to obtain good learning outcomes (Harahap & Seprina, 2019). Interest is also included in psychological factors that significantly affect the learning process and results. (Mustafa & Dwiyogo 2020) claim that high interest will lead to a severe and persistent effort and not easily give up in facing challenges. If a student desires to learn, he will quickly understand and remember it. One of the functions of interest in children's lives is a strong driver of energy and achievement. It is always influenced by the type and intensity of interest (Linus et al., 2015). The absence of a person's interest in a lesson will cause learning difficulties. Learning with interest will encourage students to learn better than learning without interest. However, interest without reasonable effort makes learning challenging to succeed (Rosita, 2014). Based on some opinions above, it can be concluded that interest is one of the crucial factors in the teaching and learning process. Interest-based learning will motivate students to be more active and diligent in teaching and learning. The subject matter can be more easily absorbed and understood by students. Therefore, growing interest in learning in students is significant.

Game Methods to Improve Learning Outcomes of Fundamental Movement Skills

The game is very close to the world of children. Games in learning are a warm-up or refresher to build a dynamic, passionate, and enthusiastic learning atmosphere. For elementary school students, a game is an exciting and fun activity. Thus, the form of the game will be able to increase their passion and motivation to master the given technique. The play approach developed from dissatisfaction with the technical approaches applied to children (Wilczyńska et al., 2021). Learning through two cycles games and sports can increase the elementary school students’ fundamental movement skills in running (Anwar, 2018). (Nugrahastuti, Puspitaningtyas, Puspitasari, & Salimi 2012) define the game as a medium to enhance children's cognitive development. Games allow children to practice the competencies and skills needed relaxed and fun. (Hanief & Sugito (2015) state that a game is a perfect setting for cognitive development. Children are particularly interested in the symbolic and imaginary aspects of a game, such as when they imitate a stick as a horse and ride a stick as if it is a horse.

Playing is an act that contains preoccupation and is carried out of their free will without coercion to get pleasure when doing these activities. (Hidayat 2017) states that a game is a contest between players who interact by following specific rules to achieve certain goals. Game is a prevalent type of sport for children. (Hanief & Sugito 2015) mention six types of games, namely: (1) introduction games, (2) individual games, (3) group games, (4) party games, (5) underwater games, and (6) scout games. The types of games observed in this research consisted of individual games and group games because these two games were easier to implement and did not cost too much. These games aimed to improve fundamental movement skills in running related to skills for the perpetrators. Besides that, both types of games are easier to use and apply to students.

Based on the opinions above, it can be concluded that game as a way to convey learning has many benefits, including; (1) The game is a fun thing so that it can attract students' interest in learning; (2) It allows students’ active participation; (3) It is flexible. One of them is easy to apply in various subjects by changing the content and learning media; (4) Game can facilitate the application of concepts. Students will more easily understand a concept that is practiced directly.

Elementary school students who like to play require teachers to carry out educational activities that impose more games on the lower classes. Elementary school teachers must design learning that allows for game elements in it. The game in teaching fundamental movement emphasizes how to teach students to understand the concept of fundamental movement in playing. The implementation of game activities is appropriate for lower grade elementary school students because it follows students' still playing characteristics. Currently, many research developed games to improve fundamental movement skills. One of them is with game consoles (Lubans et al., 2010), simple motor skill games, or physical activity game programs (Donà et al., 2009) (Wilczyńska et al., 2021). Gamefocused learning appears to promote the mastery of climate-oriented motivation to create children's motivation in physical education learning. (Lemos, Avigo, & Barela 2012) state it also enables learning outcomes improvement in schools (Ericsson & Karlsson, 2014).

Game-focused learning appears to promote the mastery of climate-oriented motivation to create children's motivation in physical education learning and improve school learning outcomes (Ericsson & Karlsson, 2014). In the invasion game, the teacher provides simple games to suit the child's developmental level. However, the research limitation that described what factors affected children's performance in playing, especially in invasion games, was one of the motivations to dig deeper. In learning, especially physical education, student interest certainly has a role in the learning process. At the same time, physical education requires physical activity and physical performance in education. In carrying out game activities for elementary school-aged children, physical education teachers need to know the various factors that influence children to enjoy movement activities and increase children's passion through movement activities. As previously explained, fundamental movement skills can be developed through games. Therefore, it is vital to create a pleasant atmosphere in teaching games, significantly to improve the elementary school students’ fundamental movement skills (Onainor, 2019)

Materials and Ьethods

This research consisted of four meetings. This research was conducted for two weeks. The time of the research followed the provisions of the Lesson Plan. The learning outcomes theory also supported this research time. (Afandi et al. 2013) state that a change that occurs in the learning outcomes is the skill that students have after they accept the process. These indicators showed that skills varied from the simplest to the complex. Students' skills which were changes in behavior as learning evidence, can be classified into specific dimensions with formal characteristics. (Maelani & Sukriadi 2020) suggests that changes that occur in a person take place continuously (not statically). One change would cause the following change and be useful for life and the learning process.

The research sampling technique was random cluster sampling. As stated by (Sugiyono 2010), "In random cluster sampling, the chosen one is not an individual but a group or area which is then called a cluster.” The sampling was done randomly. Each class leader took their lottery paper, then grouped the samples based on the lottery results. The samples consisted of 60 students. Thirty students in Class III-A and 30 students in Class IIIB. Then, both classes were given the interest test. After being ranked and sorted from most significant to most minor, the upper and lower-interest groups were taken to be 27% of the upper and lower groups in class III-A (30 people). The 27% of the upper group consisted of eight higher-interest people and eight lower-interest people. Then, class III-B consisted of 30 people; 27% of the upper group consisted of eight lower-interest people and eight higher-interest people.

This research used a 2 x 2 factorial quasiexperimental design research. Furthermore, the effect of learning treatment with the Individual Game Method and the Group Game Method was reviewed by students’ personality characteristics. The individual game method and the group game method as independent variables required an experimental group and students' learning interests. Then, the higher and lower learning interests became moderator variables. Meanwhile, the learning outcomes of the fundamental movement skills in running became the dependent variable. (Sugiyono (2010) claims that the quantitative research method can be interpreted as a research method based on the philosophy of positivism. It is used to examine specific populations or samples, collect data using research instruments, and analyze quantitative data to test predetermined hypotheses. (Sugiyono (2010) also adds that the research paradigm is a mindset that shows the relationship between the variables to be studied, reflecting the type and number of problems answered through research. The research variables consisted of game methods, learning interests, and learning outcomes for fundamental movement skills in running

The research instruments were (1) Interest attitude assessment questionnaire; (2) Learning Outcomes Test for fundamental movement skills in running. The data of students’ interest was obtained by nontest, which was developed from the indicators of interest in an attitude scale test. The items on this scale were developed with positive and negative statements. Furthermore, the research instrument, namely the results of the learning outcomes test, was used to measure mastery and ability.

The data analysis technique in this research was the analysis of variance (ANOVA) technique. Hypothesis testing was carried out at a significance level of 5%. In the ANOVA test, there was an interaction between the Game Method and the learning interest to the Learning Outcomes of fundamental movement skills in running, then proceed with further testing. If the number of samples in each cell was the same (n was the same), the further test was carried out with Tukey’s test. Meanwhile, if the number of samples in the cells was different (n was different), the Scheffe test was used for further testing. As a test of the analysis requirements, a normality test was carried out using the Liliefors test. After the normality test, the homogeneity test was carried out using the Ftest, Barlett’s test, and hypothesis testing.

Results

The research results were presented with a description of the data, testing requirements analysis, and testing hypotheses. In this research, there were three variables. The first was the dependent variable, namely learning fundamental movement skills. Second, the independent variable was the group game method and the individual game method, and the moderator variable was learning interest (higher and lower)

After following a series of learning processes that had been programmed by dividing into two groups, namely group of students taught by the group game method and group of students taught by individual game method, the results of learning fundamental movement skills in the running were obtained in the form of scores used and analyzed from the average the results of the evaluation of the three evaluators. In each group, some students had higher interest and lower interest. The level of student interest was measured by giving a test.

Frequency Distribution of Learning Outcomes of Fundamental Movement Skills in Running in a Group of Students Taught by Group Game Method (A1B) and Group Game Method with Interest in a Whole.

Based on the results of learning the fundamental movement skills of running in the group of students who were taught the group game method, a range was obtained from 49 to 72, the average = 67.06, SD = 6.952, and the frequency distribution as shown in the table below:

Table 3. Frequency Distribution of Learning Outcomes of Fundamental Movement Skills Running in Groups of Students Taught by Using Group Game Method (A1B)

Frequency Distribution of Learning Outcomes of Fundamental Movement Skills in Running in a Group of Students Taught by Using Individual Game Methods with Interest (A2B) in a Whole

Based on the data on learning outcomes of fundamental movement skills in running in the group of students taught by using the individual game method strategy (A2B) without distinguishing the student interest level, overall they had a range of values (scores) of 35 to 73 with an average score of 53.31 and a standard deviation of 13.310. The frequency distribution can be seen in Table 4 as follows:

Table 4. Frequency Distribution of Learning Outcomes of Fundamental Movement Skills in Running in Group of Students Taught by Using Strategy Individual Game Method with Interest (A2B) in a Whole

Based on table 4, it can be seen that students who got learning outcomes below the average consisted of eight students (50%). Students who got learning outcomes as average were two students (13%), and students who got learning outcomes above the average were six students (36%)

Figure 1. Frequency Distribution of Learning Outcomes of Fundamental Movement Skills in Running in Group of Students Taught by Using Individual Game Method with Interest (A2 B) in a Whole

Frequency Distribution of Learning Outcomes of Fundamental Movement Skills in Running in a Group of Students Taught by Using the Group Game Method with Lower Interests (A1 B2)

Based on the data on the results of Fundamental Movement Skills in Running, the group of students who had lower interest taught by the lottery group game method (A1B2) in a whole had a score range of 49 to 71 with an average score of 64.13 and a standard deviation of 8.593. The frequency distribution can be seen in Table 5, as follows:

Table 2. Frequency Distribution of Learning Outcomes of Fundamental Movement Skills in Running in Groups of Students Taught by Using the Draw Group Game Method with Low Interests (A1B2)

Based on Table 5, it was known that students who get learning outcomes below the average were three students (37.5%). No one student got learning outcomes as the average (0%), and students who got learning outcomes above the average were five students (62.5%).

Hypothesis TestingThe Hypothesis Testing in this research was conducted using the two-way technical analysis of variance (ANOVA). See the appendix. Then, to answer, the test was explained as follows:

Group Game Method was better than Individual Game Method in Learning Fundamental Movement Skills in Running.

Based on the results of the analysis of variance in the appendix, at the level of = 0.05, Fh> Ft was obtained, which was 12.40 > 4.15. Therefore, it can be concluded that there were differences in the Learning Outcomes of Fundamental Movement Skills in Running between the Draw Group Game Method and the Individual Game Method

Then, proceed with the Tukey’s test in groups A1 and A2, where Qh = 7.04 and Qt = 3.83. Based on these results, it can be concluded that there were learning outcomes for Fundamental Movement Skills in Running between the Draw Group Game Method and the Individual Game Method.

There was also an interaction between learning strategies and students' interest in learning fundamental movement skills in running

Based on the results of the analysis of variance, at a level of = 0.05, Fh>F1 was obtained, namely 19.81 > 4.15. Therefore, the overall conclusion on the learning outcomes of Fundamental Movement Skills in Running can be drawn.

The Group Game Method was better than the Individual Game Method on Learning Outcomes of Fundamental Movement Skills in Running with Higher Interest

Then, this research was continued with the Tukey’s test in groups A1B1 and A2B1 with Qh = 11.27 and Qt = 2.99. Based on these results, it can be concluded that the learning outcomes of fundamental movement skills in running with higher motor skills taught using the group game method were drawn better than the individual game method strategy.

The Individual Game Method was better than The Group Game Method on Learning Outcomes for Fundamental Movement Skills in Running with Lower Interest

This research then proceeded with the Tukey’s test in groups A1B1 and A2B1 with Qh = 1.32 and Qt = 2.99. Based on these results, it can be concluded that the learning outcomes of Fundamental Movement Skills in Running with lower motor skills taught using the Drawn Individual Game Method were better than the Group Game Method.

Results

Based on the results of the data analysis, there were differences in the group game method with the individual game method learning strategy. It meant that the group game method was better in achieving the learning objectives of fundamental movement skills in running when compared to using the individual game method learning strategy.

This research was in line with the theory by (Bahagia (2012), which states that running is a body movement where both feet are present while floating in the air (both feet off the ground). It means running is different from walking, constantly in contact with the ground. Running is the frequency of accelerated steps. Thus, there is a tendency for the body to float when running, meaning that both feet do not touch the ground. At least one foot still touches the ground (Bahagia, 2012). The research results related to research variables included individual game methods, fundamental movement skills in running, and students' interests. The relevant research results will be presented as follows.

Research conducted by Vera Kristiana et al. investigated the improvement of social development through collaborative game methods. This research used two methods (group method and individual method). The results of data analysis identified that students who used the group game method had higher skills than students who were given the individual game method.

Based on the discussion, it was known that there were differences in the learning outcomes of fundamental movement skills in running between the group game method and the individual game method. In implementing mastery of fundamental movement skills, the benefits of running were significant. Thus, fundamental movement skills are required to be done well.

The Interaction between Learning Strategies and Interest in Learning Outcomes of Fundamental Movement Skills in Running

The second hypothesis testing showed an interaction between learning methods and interest in learning outcomes for Fundamental Movement Skills in Running. Therefore, the overall conclusion was an interaction between learning strategies and interest in the learning outcomes of Fundamental Movement Skills in Running. The game method is an activity that can cause fun for those who play it. In learning, games are not always interpreted as usual games, but games designed to help students understand learning, such as allowing students to manipulate concrete objects related to learning.

Research related to fundamental movement skills in running was conducted by (Heijnen et al. 2013). The data collection methods in this research included observation, questionnaires, and performance tests. The results showed that students were more enthusiastic, active, not lazy, and felt happy. The improvement was indicated by increased motivation, cooperation, and the development of students' sprint movements in learning. The results for the 40-meter running performance test showed that the average value of the first cycle students was 83.2 or 90% of students who achieved the Minimum Mastery Criterion (KKM) and increased in the second cycle to 84.7 or 95% of the students who achieved the Minimum Mastery Criterion.

Interactive games can be interpreted as games carried out by active interaction between class members who learn, in line with what has been stated by (Moerianto et al. 2020) that playing activities is appropriate to develop children's fundamental movement skills in elementary school because children’s world is the world of play. A group game is where each participant must be a part of a team. Group games prioritize cohesiveness and cooperation between team members or groups.

It should be realized that each game has advantages and disadvantages. Based on the definition of group games and group characteristics, the strengths and weaknesses of group games can be identified. Group games have advantages, among others: (1) To arouse the sensitivity of a group member towards other members in the group, so that mutual respect, openness, and mutual tolerance arise; (2) To create a sense of solidarity from all group members so that spontaneous participation occurs in the context of achieving common goals; (3) To motivate students to make correct and earnest movements; and (4) The increase in learning outcomes can be felt simultaneously so that students can feel together with the impact of group games on improving fundamental movement skills

In addition to the advantages above, group games also have several weaknesses, including: (1) If students enter groups that they do not like, there will be divisions, so there is no cohesiveness; (2) A load of strength depends on the cohesiveness of the group; (3) If one student makes a mistake, all members of the group will also be punished.

A game method is an activity that can cause fun for those who play it. In learning, games are not always interpreted as games should be but can be designed to help students understand learning, such as allowing students to manipulate concrete objects related to learning. The game method in this research was divided into two ways, namely the group game method and the individual game method. These game methods were helpful and worked well for teaching fundamental movements in running if they were supported by interest. Interest is the basic potential possessed by students as students' basic to learn a movement skill. Each student had motivation and interest. To be successful in learning fundamental movements, the proper method was also required, namely the group game method and the individual game method.

Interest was closely related to the potential for fundamental movements in running and willingness that students could display, so it can be expected that there would be an interaction between the group game method and the individual game method on the learning outcomes of fundamental movement skills in running.

The Group Game Method Was Better than the Individual Game Method strategy on Learning Outcomes of Higher-Interest Fundamental Movement Skills in Running

The results of proving the third hypothesis showed a significant difference between students who had higher interest taught by using the group game method and the individual game method on the learning outcomes of fundamental movement skills in running. Based on these findings, it can be concluded that the learning outcomes of higherinterest running fundamental movement skills taught using the group game method were better than the individual game method.

The game method could affect student learning outcomes mastery of fundamental movement skills in running. The learning interest also influenced it. Learning interest is one of the drivers for individuals to carry out the learning process given by the teacher to students. If a student has a high interest in learning, he tends to complete learning tasks well, and students with a high interest in learning tend to attribute their success to their skills and attribute failure to a lack of effort. Based on these motives, students will be more active in learning and thus make it easier to master the fundamental movement skills in running

Applying a teaching method is very important to improve the fundamental movement skills of running. Psychologically, this condition will require a high interest in learning. Students are faced with a learning atmosphere by having to solve an existing problem, namely how they can perform fundamental movement skills in running well. In the learning process, motivation is needed for those who do not become interested in learning. If a student has an interest, it will be easier to learn the fundamental movement skills of running. Thus, it can be concluded that the learning outcomes of fundamental movement skills in running with higher interest taught using the group game method were better than the individual game method.

The Individual Game Method was better than the Group Game Method on Learning Outcomes of Lower-Interest Fundamental Movement Skills in Running.

The results of proving the fourth hypothesis, when viewed from the average, showed that the learning outcomes of lower-interest students taught by using the group game method were not better than those using the individual game method. It was tested with the level of significance. It showed that there was a significant difference between students taught with the group game method had the lower interest rather than those taught using an individual game method on the fundamental movement skills in running. Interest was needed in performing fundamental running skills. If students were not motivated, it would not be easy to teach them basic running skills. Moreover, to cultivate elementary school students' interest, it is appropriate to develop fundamental movement skills for children in elementary school because basically, the world of children was the world of play. Thus, the teacher’s role in implementing this method was instructing and monitoring what students were doing.

The individual game method has advantages and disadvantages. An individual game is a type of game that highlights individual activities. Students were given the freedom to do the movement without help from friends or other people. Thus, individual games had some advantages, including (1) improving fundamental movement skills from oneself, not from other's assistance; (2) improving students' independence; (3) children's physical condition is better because there are more opportunities to repeat activities; (4) the occurrence of more tough and balanced competition because of one player against another player

Besides the advantages above, the individual game also has weaknesses, namely; (1) students lack enthusiasm in playing games; (2) the burden of the task that each individual must bear is sometimes felt burdensome; (3) the increase in the results of individual games on the level of fundamental movement skills is felt to be uneven depending on the individual.

Characteristics of individual games of each individual were different. This fact had the consequence that each individual had a different potential to learn specific movement skills. Students who had a low interest in learning fundamental movement skills would be different from those with a higher level of interest in learning. The motivation factor that arose from them was low. It caused a lack of interest in doing assignments. Students with low interest in learning tended to attribute their success to their lack of ability. If they were not paid attention, it would negatively impact appearance, especially fundamental movement skills in running. Thus, it can be concluded that the learning outcomes of fundamental movement skills in running with low motivation taught using the individual game method is better than the group game method.

Conclusions

The conclusions were in line with research conducted by (Moerianto et al. (2020) which explains that: (1) The group game method was better than the individual game method on learning outcomes of fundamental movement skills in running. (2) There was an interaction between the game method and students' interest in learning fundamental movement skills in running. (3) The group game method was better than the individual game method on learning outcomes for students with a higher interest in fundamental movement skills. (4) The individual game method was better than the group game method for learning outcomes for students with lower interest in fundamental movement skills in running

Acknowledgmen

The authors extend their heartfelt gratitude to all the athlete participants for their dedication and involvement in this research. They also wish to acknowledge the invaluable support of their colleagues, research team, and mentors, whose guidance and assistance were instrumental throughout the study

Conflict of Interest

The authors affirm that there are no conflicts of interest associated with this study

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Information about the authors:

Rahma Dewi: rahmadewi@unimed.ac.id ;https://orcid.org/0000-0002-0935-4839 ; Universitas Negeri Medan, Sport Coaching Education. Medan-Indonesia

Indah Verawati: indahverawati@unimed.ac.id ; https://orcid.org/0000-0001-7264-8365 ; Universitas Negeri Medan, Sport Coaching Education. Medan-Indonesia

Bessy Sitorus Pane: bessyfik@unimed.ac.id ; https://orcid.org/0009-0003-3879-5152 ; Universitas Negeri Medan, Sport Coaching Education. Medan-Indonesia

Cite this article as:Rahma Dewi, Indah Verawati, Bessy Sitorus Pane. (2025). The Application Of The Game Methods And Interest To The Elementary School Students’ Learning Outcomes Of Fundamental Movement Skills In Running. Physical Education Theory and Methodology, 25(5), 1207-1218. https://doi.org/10.17309/tmfv.2025.5.19

Received: 10.08.2025. Accepted: 20.09.2025. Published: 30.09.2025

This Workis licensed under a Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0)