Profiles and Differences in Gross Motor Development of Children Aged 3-10 Years by Type of Institution: A Cross-Sectional Study Using Test of Gross Motor Development-2 (TGMD-2) in The DKI Jakarta and Bekasi Regions
DOI:
https://doi.org/10.35473/scj.v4i1.3892Keywords:
Children, Gross Motor Development, Gross Motor Quotient, TGMD-2Abstract
Gross motor development is an important component of children's physical development and may vary across different institutional settings. However, evidence comparing gross motor development across different types of institutions in Indonesian contexts remains limited. This study aimed to describe gross motor development profiles and examine differences in Gross Motor Quotient (GMQ) among children aged 3–10 years across different institutional settings in the DKI Jakarta and Bekasi regions. This cross-sectional study involved 112 children aged 3–10 years from nine participating institutional settings, comprising six elementary schools, one early childhood education (ECE) institutional, one orphanage, and one volleyball sport club. Gross motor development was assessed using the Test of Gross Motor Development-2 (TGMD-2). Participant sex information was verified from the original participant records and incorporated into the final dataset before the conversion of raw scores into standardized scores and GMQ. Differences in GMQ across institutional settings were examined using the Kruskal–Wallis test, followed by pairwise Mann–Whitney U tests with Bonferroni adjustment. Effect sizes were reported using epsilon-squared (ε²) for the Kruskal–Wallis analysis and r for pairwise comparisons. The overall GMQ distribution showed that 21 children (18.8%) were classified as Very Poor, 50 (44.6%) as Poor, 20 (17.9%) as Below Average, and 21 (18.8%) as Average. No participants were classified as Above Average, Superior, or Very Superior. GMQ differed significantly across the four institutional settings, H(3) = 51.35, p < .001, with a large effect size (ε² = .448). Significant pairwise differences were observed between elementary schools and Early Childhood Education (ECE) (r = .532), elementary schools and orphanages (r = .457), elementary schools and the sport club (r = .405), and Early Childhood Education (ECE) and the orphanage (r = .833). Differences between Early Childhood Education (ECE) and the sport club and between the orphanage and the sport club were not statistically significant after Bonferroni adjustment. The findings indicate substantial differences in gross motor development among the participating institutional settings. However, these findings should be interpreted within the context of the sampled institutions and the unequal group sizes. Because of the cross-sectional design and the absence of direct measures of movement opportunities and environmental characteristics, the observed differences should not be interpreted as evidence of causal effects of institutional settings on gross motor development.
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