Abstract

Purpose. This study aimed to examine the effectiveness of an integrated play-based circuit training model in improving locomotor movement skills among preschool-aged children. The need for structured and engaging physical activity models in early childhood education is increasingly recognized, particularly in light of growing concerns regarding declining motor competence in young children.

Materials and methods. A quasi-experimental design was employed involving 40 children aged 5–6 years, who were randomly assigned to an experimental group (n = 20) and a control group (n = 20). The experimental group participated in an 8-week intervention combining circuit-based motor activities with playful elements, conducted three times per week. The control group engaged in routine, unstructured physical activities. Pretest and posttest assessments of locomotor skills were conducted using the Test of Gross Motor Development–2 (TGMD-2). Statistical analyses included paired and independent t-tests to evaluate within-group and between-group differences, respectively, with the level of significance set at p < 0.05.

Results. The experimental group demonstrated a statistically significant improvement in locomotor skills compared to the control group. Mean posttest scores increased more substantially in the experimental group, indicating the effectiveness of the integrated model in enhancing movement competence.

Conclusions. The findings support the hypothesis that a play-based circuit training model is effective in improving locomotor skills in preschool-aged children. This approach provides a practical, enjoyable, and developmentally appropriate method for early childhood educators to support motor development. Future research should investigate broader implementation strategies and the long-term impact of such interventions on physical literacy.

Key words

locomotor skills, play-based learning, circuit training, preschool children, motor development, early childhood education