Development of Rhythmic Gymnastics Model for Early Childhood Movement Activities
DOI:
https://doi.org/10.26740/jossae.v10n2.p9-17Keywords:
ADDIE model, early childhood education, motor development, movement-based learning, rythmic gymnasticAbstract
Motor development in early childhood (ages 4–6 years) is fundamental to children’s physical, cognitive, and socio-emotional growth. However, structured and developmentally appropriate movement programs in Early Childhood Education remain limited. This study aimed to develop and evaluate a rhythmic gymnastics model tailored to young learners using the ADDIE model. A research and development approach was employed, including needs analysis, model design based on music and fundamental movements, prototype development, expert validation, and field testing. Nine experts assessed the model using a 4-point Likert scale covering content, movement design, musical suitability, and practicality. Field trials involved 33 children across three early childhood institutions, supported by observations and teacher feedback. The results showed high validity, with Aiken’s V values of 0.8074 (complexity), 0.7778 (suitability), and 0.6568 (motivation). Implementation findings indicated active child engagement and positive teacher responses regarding ease of use and contextual relevance. Overall, the model is valid, practical, and effective in supporting holistic motor development, offering a feasible approach to enriching movement-based learning in early childhood education.
References
Agache, G., & Vizitiu, E. (2022). Impact of the COVID-19 pandemic on psychomotric components in chess games for children aged 8-10. In Biomedical Engineering Applications for People with Disabilities and the Elderly in the COVID-19 Pandemic and Beyond (pp. 267–312). https://doi.org/10.1016/B978-0-323-85174-9.00016-9
Akbas Aliyev, E. S., & Ünal, D. (2025). Motor skills and neurological soft signs: Are they only clinical differences or reflection of distinct etiopathogenesis in tic disorder and primary stereotypic movement disorder? Brain and Development, 47(4). https://doi.org/10.1016/j.braindev.2025.104377
Escolano-Pérez, E., Herrero-Nivela, M. L., & Losada, J. L. (2020). Association Between Preschoolers’ Specific Fine (But Not Gross) Motor Skills and Later Academic Competencies: Educational Implications. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01044
Fiveash, A., Bedoin, N., & Tillmann, B. (2025). Examining methodological influences on the rhythmic priming effect: A commentary on Kim, McLaren, and Lee (2024). Journal of Experimental Child Psychology, 250. https://doi.org/10.1016/j.jecp.2024.106111
Gestwicki, C. (2009). Appropriate Practice Curriculum and Development in Early Education. In Appropriate Practice Curriculum and Development in Early Education (4th ed.).
Hidalgo, C., Falk, S., & Schön, D. (2017). Speak on time! Effects of a musical rhythmic training on children with hearing loss. Hearing Research, 351, 11–18. https://doi.org/10.1016/j.heares.2017.05.006
Inacio, M., Esser, P., Weedon, B. D., Joshi, S., Meaney, A., Delextrat, A., Springett, D., Kemp, S., Ward, T., Izadi, H., Johansen-Berg, H., & Dawes, H. (2023). Learning a novel rhythmic stepping task in children with probable developmental coordination disorder. Clinical Biomechanics, 102. https://doi.org/10.1016/j.clinbiomech.2023.105904
Ji, Y., & Li, X. (2025). A play-based integrated curriculum with synchronous music efficiently enhance Children’s fundamental movement skills (FMS). Learning and Instruction, 97. https://doi.org/10.1016/j.learninstruc.2025.102086
Kamnardsiri, T., Kumfu, S., Munkhetvit, P., Boripuntakul, S., & Sungkarat, S. (2024). Home-Based, Low-Intensity, Gamification-Based, Interactive Physical-Cognitive Training for Older Adults Using the ADDIE Model: Design, Development, and Evaluation of User Experience. In JMIR Serious Games (Vol. 12). JMIR Serious Games. https://doi.org/10.2196/59141
Keshavarzi, M., Mandke, K., Macfarlane, A., Parvez, L., Gabrielczyk, F., Wilson, A., & Goswami, U. (2024). Atypical beta-band effects in children with dyslexia in response to rhythmic audio-visual speech. Clinical Neurophysiology, 160, 47–55. https://doi.org/10.1016/j.clinph.2024.02.008
Kim, H. W., McLaren, K. E., & Lee, Y. S. (2024). No influence of regular rhythmic priming on grammaticality judgment and sentence comprehension in English-speaking children. Journal of Experimental Child Psychology, 237. https://doi.org/10.1016/j.jecp.2023.105760
Kim, J. H., Baggish, A. L., Levine, B. D., Ackerman, M. J., Day, S. M., Dineen, E. H., Guseh, J. S., La Gerche, A., Lampert, R., Martinez, M. W., Papadakis, M., Phelan, D. M., Shafer, K. M., Allen, L. A., Börjesson, M., Braverman, A. C., Brothers, J. A., Castelletti, S., Chung, E. H., … Wilhelm, M. (2025). Clinical Considerations for Competitive Sports Participation for Athletes With Cardiovascular Abnormalities: A Scientific Statement From the American Heart Association and American College of Cardiology. Journal of the American College of Cardiology, 85(10), 1059–1108. https://doi.org/10.1016/j.jacc.2024.12.025
Lê, M., Jover, M., Frey, A., & Danna, J. (2025). Influence of musical background on children’s handwriting: Effects of melody and rhythm. Journal of Experimental Child Psychology, 252. https://doi.org/10.1016/j.jecp.2024.106184
León Méndez, M. del C., Fernández García, L., & Daza González, M. T. (2023). Effectiveness of rhythmic training on linguistics skill development in deaf children and adolescents with cochlear implants: A systematic review. International Journal of Pediatric Otorhinolaryngology, 169. https://doi.org/10.1016/j.ijporl.2023.111561
Li, L., Liang, J., Zhang, C., Liu, T., & Zhang, C. (2023). Peripheral actions and direct central–local communications of melanocortin 4 receptor signaling. Journal of Sport and Health Science, 12(1), 45–51. https://doi.org/10.1016/j.jshs.2021.02.001
Miao, Y., & Hao, S. (2024). The effects of tactile aids in video games for children’s rhythmic coordination training: An fNIRS study. Neuroscience Letters, 837. https://doi.org/10.1016/j.neulet.2024.137901
Nave, K., Carrillo, C., Jacoby, N., Trainor, L., & Hannon, E. (2024). The development of rhythmic categories as revealed through an iterative production task. Cognition, 242. https://doi.org/10.1016/j.cognition.2023.105634
Parikh, H., Case, A. L., Hogarth, D. A., & Abzug, J. M. (2019). Pediatric sports injuries: Little league elbow, osteochondritis dissecans of the elbow, gymnast wrist. Pediatric Hand Therapy, 331–357. https://doi.org/10.1016/B978-0-323-53091-0.00024-5
Persici, V., Blain, S. D., Iversen, J. R., Key, A. P., Kotz, S. A., Devin McAuley, J., & Gordon, R. L. (2023). Individual differences in neural markers of beat processing relate to spoken grammar skills in six-year-old children. Brain and Language, 246. https://doi.org/10.1016/j.bandl.2023.105345
Ribeiro da Silva, D., Blujus dos Santos Rohde, C., & Tavares, H. (2024). Tai Chi Chuan evidence related to impulsivity and impulse related disorders: A scoping review. Journal of Bodywork and Movement Therapies, 38, 583–592. https://doi.org/10.1016/j.jbmt.2024.03.038
Russo, M., Maselli, A., Sternad, D., & Pezzulo, G. (2025). Predictive strategies for the control of complex motor skills: recent insights into individual and joint actions. Current Opinion in Behavioral Sciences, 63. https://doi.org/10.1016/j.cobeha.2025.101519
Scott, M. W., Emerson, J. R., Dixon, J., Tayler, M. A., & Eaves, D. L. (2020). Motor imagery during action observation enhances imitation of everyday rhythmical actions in children with and without developmental coordination disorder. Human Movement Science, 71. https://doi.org/10.1016/j.humov.2020.102620
Shi, Z., Yang, X., Zhang, X., Zhu, W., Dai, Y., & Li, J. (2024). An empirical study of the flag rugby game programme to promote gross motor skills and physical fitness in 5–6 year old preschool children. Heliyon, 10(8). https://doi.org/10.1016/j.heliyon.2024.e29200
Souto, P. H. S., Santos, J. N., Leite, H. R., Hadders-Algra, M., Guedes, S. C., Nobre, J. N. P., Santos, L. R., & Morais, R. L. de S. (2020). Tablet Use in Young Children is Associated with Advanced Fine Motor Skills. Journal of Motor Behavior, 52(2), 196–203. https://doi.org/10.1080/00222895.2019.1602505
Su, W. C., Srinivasan, S., & Bhat, A. N. (2025). Effects of creative movement, general movement, or seated play interventions on motor performance in children with autism spectrum disorder: A pilot randomized controlled trial. Research in Autism Spectrum Disorders, 119. https://doi.org/10.1016/j.rasd.2024.102501
Vonthron, F., Yuen, A., Pellerin, H., Cohen, D., & Grossard, C. (2024). A Serious Game to Train Rhythmic Abilities in Children With Dyslexia: Feasibility and Usability Study. JMIR Serious Games, 12. https://doi.org/10.2196/42733
Williams, K. E., Bentley, L. A., Savage, S., Eager, R., & Nielson, C. (2023). Rhythm and movement delivered by teachers supports self-regulation skills of preschool-aged children in disadvantaged communities: A clustered RCT. Early Childhood Research Quarterly, 65, 115–128. https://doi.org/10.1016/j.ecresq.2023.05.008
Yanko, M., & Yap, P. (2020). A symbiotic link between music, movement, and social emotional learning: Mindful learning in early learners. In LEARNing Landscapes (Vol. 13, Issue 1, pp. 249–264). https://doi.org/10.36510/learnland.v13i1.1018
Zhang, D., Kim Geok, S., Mun Chan, Y., Zaremohzzabieh, Z., Kim Lam, S., & He, S. (2024). Exploring the effects of a 12-Week functional training program on fundamental motor skills for primary school children aged 6–7. Children and Youth Services Review, 167. https://doi.org/10.1016/j.childyouth.2024.108008
Zhang, D., Soh, K. G., Chan, Y. M., & Zaremohzzabieh, Z. (2024). Effect of intervention programs to promote fundamental motor skills among typically developing children: A systematic review and meta-analysis. Children and Youth Services Review, 156. https://doi.org/10.1016/j.childyouth.2023.107320
Zhao, H., Deng, Y., Song, G., Zhu, H., Sun, L., Li, H., Yan, Y., & Liu, C. (2024). Effects of 8 weeks of rhythmic physical activity on gross motor movements in 4-5-year-olds: A randomized controlled trial. Journal of Exercise Science and Fitness, 22(4), 456–462. https://doi.org/10.1016/j.jesf.2024.10.001
Zhao, M., You, Y., Li, J., Healy, S., Taylor, A., Zhang, Z., Li, L., & Zou, L. (2022). The Effects of Therapeutic Horseback Riding Program on Motor Skills in Children with Autism Spectrum Disorder. International Journal of Mental Health Promotion, 24(4), 475–489. https://doi.org/10.32604/ijmhp.2022.021361
Zhou, Z., Zhao, X., Yang, Q., Zhou, T., Feng, Y., Chen, Y., Chen, Z., & Deng, C. (2025). A randomized controlled trial of the efficacy of music therapy on the social skills of children with autism spectrum disorder. Research in Developmental Disabilities, 158. https://doi.org/10.1016/j.ridd.2025.104942
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 JOSSAE (Journal of Sport Science and Education)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Abstract views: 7
,
PDF Downloads: 2
