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This study examines the impact of implementation of certain movement-based learning strategies, on skill acquisition, execution accuracy and perseverance in fitness training among children aged 9–10 years. When it comes to traditional fitness instruction, students may not fully operate, as rotten drills and direct demonstrations from their teacher are more common, do not allow students to engage with the inner self, or not entirely through cognitive involvement. To overcome this limitation, this study examines a structured, play-based training model that embeds interactive movement games to develop children’s motor skills, coordination, and motivation to perform Fitness Challenge exercises. An experimental research design was utilized, in which 60 participants were randomly divided into experimental groups and control groups. Execution accuracy, time efficiency, and total repetitions were measured pre-test and post-test for six key Fitness Challenge exercises (Jumping JAX, Push-Ups, Full-Squat, Leg Raises, Jumps Over Rope and Plank exercises). We performed statistical analysis using paired and independent t-tests to assess performance improvement. The experimental group showed significant improvement over the control group in all the performance metrics measured (p < 0.05). The percentage improvement analysis showed that 30–40% more skills were acquired through movement-based learning as opposed to strength-building and endurance-based exercises. The data shows that play-based learning increases both mental engagement and physical edification in children more effectively than simply taking children through basic movement scripts. Fitness skills are key factors contributing to individual students, education coaches who are completed with the physical education on university. This study adds evidence to serve to the relevance of the practice in the training of students in physical education. The results have implications for educators, sports trainers and curriculum designers, recommending the usage of play and novel strategies in fitness education. Further studies could investigate long-term retention of physical skills, transference across sports disciplines, and the use of wearable technologies and AI-based analytics for customized training optimization.

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The Effect of Using Movement Games Similar to Play in Learning Fitness Challenge Game Skills for Ages 9–10 Years

  • 会议论文

  • 发表日期：

    2026年

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  • Ruqayya Abdulredha Mohsen,
  • Maan Ghareeb Khudair

摘要

This study examines the impact of implementation of certain movement-based learning strategies, on skill acquisition, execution accuracy and perseverance in fitness training among children aged 9–10 years. When it comes to traditional fitness instruction, students may not fully operate, as rotten drills and direct demonstrations from their teacher are more common, do not allow students to engage with the inner self, or not entirely through cognitive involvement. To overcome this limitation, this study examines a structured, play-based training model that embeds interactive movement games to develop children’s motor skills, coordination, and motivation to perform Fitness Challenge exercises. An experimental research design was utilized, in which 60 participants were randomly divided into experimental groups and control groups. Execution accuracy, time efficiency, and total repetitions were measured pre-test and post-test for six key Fitness Challenge exercises (Jumping JAX, Push-Ups, Full-Squat, Leg Raises, Jumps Over Rope and Plank exercises). We performed statistical analysis using paired and independent t-tests to assess performance improvement. The experimental group showed significant improvement over the control group in all the performance metrics measured (p < 0.05). The percentage improvement analysis showed that 30–40% more skills were acquired through movement-based learning as opposed to strength-building and endurance-based exercises. The data shows that play-based learning increases both mental engagement and physical edification in children more effectively than simply taking children through basic movement scripts. Fitness skills are key factors contributing to individual students, education coaches who are completed with the physical education on university. This study adds evidence to serve to the relevance of the practice in the training of students in physical education. The results have implications for educators, sports trainers and curriculum designers, recommending the usage of play and novel strategies in fitness education. Further studies could investigate long-term retention of physical skills, transference across sports disciplines, and the use of wearable technologies and AI-based analytics for customized training optimization.