Enhancing Gross Motor Skills of Early Childhood Through the Colour Ball Challenge Play Framework

Abstract

Gross motor skills are a crucial foundation for early childhood development, yet they are frequently marginalized by early academic pressures such as reading, writing, and arithmetic. Objective: This study aims to evaluate the effectiveness of the Colour Ball Challenge Play Framework in enhancing the gross motor skills of young children. Method: Utilizing a Classroom Action Research (CAR) methodology based on the Kemmis and McTaggart model, this study involved 17 children aged 3–4 years (10 boys and 7 girls) at Al Aqsha Integrated Islamic Playgroup Ngadiluwih. Data were collected using a structured observation rubric covering four manipulative movement indicators: holding a ball, throwing to a target, positioning the support leg, and kicking to a target. The data were then analyzed using descriptive comparative analysis across pre-intervention, Cycle I, and Cycle II phases. Findings: The baseline assessment showed a low initial mean score of 8.58, with a classical mastery rate of only 23.53% (4 children). Following the implementation of the colour-based play framework in Cycle I, the mean score improved to 9.53 with a 41.18% mastery rate. After optimizing the visual cues and instructions in Cycle II, children's performance escalated sharply, achieving a mean score of 13.71 and a classical mastery rate of 88.24% (15 children), successfully surpassing the 75% success threshold. Conclusion: The integration of cognitive colour recognition within a structured physical play framework significantly accelerates children's dynamic balance, muscle memory, and focus. This framework serves as an accessible, cost-effective, and playful pedagogical model for early childhood physical education.