Impact of an Intervention Protocol on Motor Coordination of School Children

Abstract

Coordination is conceptualized as the degree of performance in performing various motor tasks, movement coordination and control over a given motor result. This article aimed to verify the impact of an intervention protocol on the motor coordination of school children. This study is an interventionist field research, with a descriptive quantitative approach, whose sample consisted of 144 students from a state school aged between six and eleven years, divided into five groups according to the school year of the elementary school I. Data collection was previously performed through the application of the Körper koordinations test Für Kinder (KTK) test and after identifying the age group of children who had low coordination, the intervention protocol was applied to 22 students of the 144 initially. It was found that the 1st and 2nd year presented lower scores in motor coordination and that the average values of coordination increased according to the school year. In relation to the intervention group, there was a statistically significant difference (p-value < 0.05), where the average of the sum of the tests after the application of the intervention protocol was higher than the previous one. It is concluded that students with younger ages have deficits in motor coordination associated with changes in rhythm, balance, strength, agility, laterality, and speed examined by the KTK test. Therefore, the intervention protocol applied had a significant impact on improving the motor coordination of school children.