Effect of Multiple Intelligence Based Perceptual Motor Activity Model 
on Motor Skill of Kindergarten Student

Yudanto
Faculty of Sport Sciences, Universitas Negeri Yogyakarta
Email: yudanto@uny.ac.id

Keywords: Motor Perceptual Activity, Motor Skill, Kindergarten Student

Abstract
Motor skill needs to be developed for kindergarten children. Development can be done through perceptual motor activities based on multiple intelligences. Research purpose was to determine the effect of multiple intelligences based perceptual motor activity model on motor skill of kindergarten student. This research was pre-experimental research. Research design was by one group pre test and posttest design. Research subjects were 25 Kindergarten students. The research instrument was the Test of Gross Motor Development-2 (TGMD-2) from Ulrich (2000). Data analysis was by using t test by comparing the mean results of the pre test with the mean post test results. Research results on all components of motor skills: run, gallop, hop, leap, horizontal jump, slide, striking stationary ball, stationary dribble, catch, kick, overhand throw, and underhand roll, show the results of the t test with sig value 0.000 <0.05, so that it can be concluded that there is significant effect of multiple intelligences based perceptual motor activity model on motor ability of kindergarten student. 

Introduction
Preschool is a golden age in the range of development of an individual's movement. At this time, children experience extraordinary growth and development, both in terms of physical, environmental, cognitive and psychosocial aspects. Children development takes place in a holistic or universal process. Therefore the stimulation is necessary in holistic activities. Stimulation is needed because not all children experience normal movement development. Based on the research of Rachman (2015) related to gross and fine motor skills in preschool children totaling 109 children, the results show that gross motor skills: 19 children in very good category, 55 children in good category, 30 children in medium category, and 2 children in less category. While fine motor skills: 7 children in very good category, 38 children in good category, 53 children in medium category, 6 children in less category, and 2 children in very poor category, (Rachman, 2018: 5). Based on the description above, it is necessary to do further studies on the development of the movement of preschool children by providing stimulation to help preschool children achieving the movement development  according to development stage they are supposed to. Provision of stimulation referred to is the provision of motor perceptual activities given to preschool children in physical activities in the school to ensure the development of their movements in accordance with the stages of development of preschool children.
In kindergarten children, forms of physical activity that contain perceptual motori elements and are packaged in the form of play are very important. This is based on the findings of several research results, including: 1) perceptual motor skills have correlation with children's academic abilities, (Nourbakhsh, 2006: 40), 2) research by Dhingra et al. (2010: 143) shows that perceptual abilities in visual, auditory and kinesthetic terms in children aged 4-6 years has relationship with academic achievement in terms of reading, spelling, and mathematics, 3) Hosseini, et. al (2011: 764) through study states that programmed physical activity in certain period in the preschool period has an impact on children's cognitive skills, 4) the results of Morales's research, et. al (2011: 410) state that appearance in perceptual motor is related to academic achievement, children who have good perceptual motor also have good cognitive, 5) results of Cobb, Chissom, & Davis (1975: 545) perceptual motor skills have significant relationship with academic ability at all three levels of kindergarten children , 6) Thomas & Chissom (1974: 152) states that several studies have shown an association between intellectual motor perceptual at various age levels from children to adults, where the relationship is best demonstrated in children , 7) the results of Lipton's study ( 1970) states a physical education program that emphasizes directionality of movement having influence of perceptual motor development, visual perception, and readiness, 8) research results conducted by Belka & Williams (1980: 463), in 63 kindergarten children show that there is  perceptual motor relationship with cognitive behavior, 9) the results of Smith's research ( 1970: 44) about perceptual motor and reading ability in kindergarten children, indicating that perceptual motor has direct relationship with learning and increases children's readiness. Perceptual motor program is given, in the form of: jumping into a circle, walking like an animal, touching and identifying body parts, climbing balanced beam, and manipulating a ball, and 10) Johnstone & Ramon (2011: V), state that aged 3-6 years is optimal age for developing perceptual motor.
Yudanto's research (2018) has developed multiple intelligences based perceptual motor activity model for children in kindergarten. This research produced a model of perceptual motor activity consisting of 8 (eight) theme-based games, namely: my personal-themed game, my family-themed game, my neighbourhood-themed game, animal-themed game, plant-themed game, vehicle-themed game, universe-themed game, and my country themed game. The model of perceptual motor activity that has been developed, it is necessary to do a more in-depth study to determine the effect on motor skills for kindergarten students.

Research Method
This research was pre-experimental research. Research design was one group pretest and posttest design. Research subjects were 25 kindergarten students. Perceptual motor activity model based on multiple intelligences for kindergarten student used in this research was theme-based game, namely: my personal-themed game, my family-themed game, my neighbourhood-themed game, animal-themed game, plant-themed game, vehicle-themed game, universe-themed game, and my country themed game. This activity model was given every day for 4 weeks. Research instrument was Test of Gross Motor Development-2 (TGMD-2) from Ulrich (2000). Data analysis used was by t test by comparing the mean of pre-test results with the mean of post-test results.

Research Result
Table 1. Descriptive Statistics of Motor Skill Improvement

Componet	n	Pre Test	Post Test	Persentase (%) 
Improvement	
		M	SD	M	SD		
Run	25	5.08	1.19	6.8	1.26	33.86	
Gallop	25	5.32	1.11	7	1.19	31.58	
Hop	25	5.48	1.23	7.44	0.92	35.77	
Leap	25	3.52	1.23	4.96	1.17	40.91	
Horizontal Jump 	25	4.6	1.80	6.76	1.36	46.96	
Slide	25	5.16	2.21	6.84	1.57	32.56	
Striking a Stationary Ball	25	6.16	1.77	8.4	1.63	36.36	
Stationary Dribble	25	4.16	1.40	5.84	1.43	40.38	
Catch	25	3.76	1.74	5.44	1.19	44.68	
Kick	25	6.32	1.18	7.84	0.47	24.05	
Overhand Throw	25	3.76	1.51	5.4	0.96	43.62	
Underhand Roll	25	4.44	1.04	6.16	1.49	38.74	

Table 1 shows descriptive statistics of rough data on increasing motor skills in pre-test and post-test

Table 2. T Test of Motor Skill of Kindergarten Student with Wilcoxon 	
               Component                                       Z                              Asymp. Sig. (2-tailed) 	

Run	-4.427b		0.000	
Gallop	-.4562b		0.000	
Hop	-4.344b		0.000	
Leap	-4.512b		0.000	
Horizontal Jump	-4.417b		0.000	
Slide	-3.981b		0.000	
Striking a Stationary Ball	-4.374b		0.000	
Stationary Dribble	-4.304b		0.000	
Catch	-4.304b		0.000	
Kick	-3.920b		0.000	
Overhand Throw	-4.165b		0.000	
Underhand Roll	-4.288b		0.000	

Table 2 shows the results of t test for all components of motor skills obtained sig values 0.000 <0.05, it can be concluded that there is significant influence on perceptual motor activity model based on multiple intelligences on kindergarten student’s motor skills.

Discussion
Development of basic movement and its improvement are important in preschool age. All normal children are able to develop and learn various kinds of movements and more complicated ones. Basic movements are repetitive movements done continuously from habits and make it as the basis of their experience and environment. The development of basic movement is a process to obtain movement that is constantly evolving based on: 1) process of developing nerves and muscles that are also affected by heredity, 2) result of previous movement experiences, 3) current movement experience, and 4) movement described in relation to certain movement patterns. Results of Aryamanesh & Sayyah's research (2014: 648) show that early childhood is a critical period for the development of basic movement abilities. Basic movement ability owned depends on several internal and external factors, such as: biological, psychological, social, motivational, cognitive, and others. Intervention of basic movement abilities in preschool affects the mastery of basic movement in elementary school. Furthermore Giannakidou, et.al. (2014: 53) state that basic movement ability at preschool age is needed in structured and unstructured physical activity involvement. Exercise for basic movement skills at the beginning in preschool plays an important role and describes physical, social and cognitive developments of children. 
Similar opinion is also conveyed in Fisher's research, et.al., (2005: 684) claiming that basic movement ability has significant relationship with daily physical activity. Hands & Mc Intyre (2015: 1) say that development of basic mobility in children, has an important role for physical, cognitive and social development, and to build the foundation for an active lifestyle. Similar opinions are also expressed in the research of Iivonen, (2013: 643-644) that there is relationship between basic movement and daily physical activity in preschool children. The opinions of Nurtajudin, Rahayu, & Sulaiman, (2015: 155) state that early age is an ideal opportunity for children to learn developing control over their muscles and movements. Children at this time still like movements that are simple in shape such as jumping, jumping, running, throwing and kicking. Sujarwo (2010: 36) finds that 3-6 years old children can be considered as a period of learning skills and development of gross and fine skills. Hartono, et. Al (2003: 72) state that for children who are still in kindergarten, naturally like to explore their movements and daily activities dominated by movement activities, need to be given experience and basic movement skills (locomotor, non locomotor, and manipulative) through physical education. Rumini (2014: 102) states that physical activity in childhood is in the form of basic movements, which include locomotor movement, stability and manipulative movements that are packaged in the form of games will be fun. Sumantri (2015: 36) suggests development of basic locomotor, non locomotor, and manipulative movements play a role in the formation of children's talents. 
In preschool childhood, multilateral activities need to be given to develop all physical aspects. Furthermore Komputerisna & Diana, (2016: 2) state that various kinds of gross motor skills in children provide important role for physical activity in their lives. Permana, (2013: 25) says that gross motoric ability is very influential in a child's development. If you experience delays in motor skills, the child will experience delays in development and growth. Smith (2014: 10-11) further states that before learning basic skills in a game, children need to master basic motor skills. Meanwhile Sutapa (2002: 86) states that mastery of the basic movement patterns that are correct will be very beneficial when studying complex movements. Correct basic movement is the foundation for movement in the smoothing and performance stages so that they will get their best quality of movement.
Development of basic movement elements in multiple intelligences based perceptual motor activity model in this research includes locomotor movement, non locomotor movement, and manipulative movement. Locomotor movement is a movement to move, where certain body parts move. Non locomotor movement is a non-migratory movement, where only certain body parts are moved but do not move/change. Whereas, manipulative movement is movement that involves an object to be moved or manipulated. Development of basic movement elements contained in the perceptual motor activity model are: 1) locomotor basic movement stimulated in perceptual motor-based physical activity model including: running, walking, jumping, jumping, and engklek/ crank game, 2) stimulated non-locomotor basic movement in perceptual motor-based physical activity model includes: pulling, twisting, and bending, and 3) stimulated manipulative basic movements in perceptual motor-based physical activity model includes: throwing, catching, reflecting, hitting, and kicking.  

Conclusion 
The research shows that giving multiple intelligences based perceptual motor activity model affects the motor skills of kindergarten student. Based on this research, it is expected that teachers can apply the model of perceptual motor activity based on multiple intelligences to improve children's motor skills in kindergarten. 

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