Impact of Developmental Games on Motor Skill Coordination and Agility Enhancement of School Children Aged 10-12 Years

Richmond Stephen Sorkpor
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Richmond Stephen Sorkpor: University of Education, Winneba, Ghana.

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 5, 1732-1741

Abstract: This study investigated the impacts of selected traditional developmental games on motor skill coordination and agility in school children aged 10-12 in Cape Coast, Ghana. A quasi-experimental design was used, involving 30 participants (15 boys and 15 girls). The children took part in a 12-week motor skills intervention, with coordination and agility levels measured at four intervals: baseline (pre-test), four weeks (post-test 1), eight weeks (post-test 2), and 12 weeks (post-test 3) using the BOT-2 battery test. Two hypotheses were tested using repeated measures ANOVA, with significant results for agility, F(3) = 117.25, p = .001, η2p= .54. Bonferroni multiple comparison tests revealed significant improvements in agility from pre-test to post-test 2 and post-test 3. However, no significant changes were observed between pre-test and post-test 1 or between post-test 2 and post-test 3. For coordination, the results were also significant, F(3) = 146.54, p = .001, η2p= .84, with marked improvements from pre-test to post-test 2 and post-test 3. These findings suggest that developmental games can effectively enhance agility and coordination in children aged 10-12 over a 12-week period. The study concluded that developmental games are effective in enhancing motor skills in children and could be valuable for physical education, improving sports performance in schools

Date: 2025
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