The impact of self-regulation on motion coordination ability for Elementary School students

Abstract

Abstract This study aims to determine the effect of self-regulation on the ability of motion coordination of elementary school students. Motion experience and physical activity in elementary school children proved to have a positive effect on children’s physical, psychological, and social development. In addition, physical education in elementary schools is oriented to laying down the foundations of basic movement and movement, so that in the future, children will grow-up and develop into complete personalities that are in harmony and in harmony with age. Coordination ability is one of the basic components of motion. Self-regulation is internal motivation, which results in the emergence of a person’s desire to determine goals in his life, planning strategies to be used, and evaluating and modifying the behaviour that will be carried out. The method used is a quasi-experimental method that examines the effect of self-regulation on coordination ability of elementary school students. The instrument used for data retrieval on the variable of self-regulation is a questionnaire, while the variable of ability to coordinate the motion used the test. The results of this study show that self-regulation contributes to the ability to coordinate motion. Self-regulation of elementary school students has a varied contribution to the components of motion coordination, namely: the ability to assemble movements, distinguish, the ability to maintain balance, the ability to maintain balance, adapt movements, find and maintain the rhythm of movement, react and change direction.