School Physical Activity Culture and Fundamental Motor Skills: A Comparative Analysis Across Socioeconomic Backgrounds

I Made Dwi Sastra Wargama, Amin Brilian Wicaksono Gussanto, Supriyanto Supriyanto, Ermawan Susanto, Wayan Kristin

Abstract


The decline in children’s participation in regular physical activity has become an international concern due to its association with health and motor development problems. Schools play a strategic role in fostering a culture of physical activity to support students’ fundamental motor skills (FMS). This research examined how school movement culture is associated with students’ fundamental motor skills (FMS) across diverse socioeconomic backgrounds. Using purposive sampling, we recruited 60 elementary students from six different schools. Data were collected using socioeconomic questionnaires, Fundamental Motor Skill (FMS) assessments, and observational sheets for physical activity culture. The collected data were processed using descriptive statistics, independent-samples t-tests, and Pearson correlation. The findings indicated that schools with higher socioeconomic backgrounds demonstrated stronger physical activity cultures and higher FMS scores than schools with lower socioeconomic backgrounds. In addition, a strong and statistically significant association (r = 0.68, p < 0.05) was identified between school movement culture and students’ motor skill competence, school physical activity culture and students’ FMS. These findings suggest that supportive school environments are associated with better motor skill development and may help reduce disparities among students from different socioeconomic backgrounds. Therefore, strengthening school-based physical activity programs is recommended to support equitable motor development and active lifestyles among children.

Keywords


Fundamental Motor Skills; Motor Development; Physical Activity Culture; Socioeconomic Background

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DOI: https://doi.org/10.17509/tegar.v9i2.98974

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