Differences in basic motor skills of students in public schools, religion-based schools, international schools, and nature schools

The research investigates the level of fundamental motor skills in elementary school students. The study also explores the variation in motor skill levels among different types of schools in Indonesia, providing valuable insights for optimizing physical education programs based on each school's unique characteristics and values. The study involved 68 grade 6 students from four types of schools, with an equal gender distribution. Motor skills were measured using the Motor Competence Assessment, comprising six tests. The assessment focused on balance, locomotor, and manipulative skills. Statistical analysis utilized one-way ANOVA with a significance level of 0.05, and normality was assessed using the Kolmogorov-Smirnov test. SPSS version 29 was employed for data analysis. The research reveals notable disparities in balance, locomotor, and manipulative skills among four school types. International schools exhibit challenges in shifting platforms (SP) as a balance test, suggesting targeted interventions. Public schools excel in lateral jumping (LJ) and shuttle running (SR), serving as a model for motor skill development. Nature schools lag in standing long jump (SLJ), indicating a need for targeted exercises. While manipulative skills show nuanced differences, nature schools excel in ball kicking velocity (BKV), suggesting a model for improvement in other schools. There is only one skill that does not significantly differ: ball throwing velocity (BTV). Overall, tailored interventions in physical education programs are crucial, with potential collaboration between public and religion-based schools for a more balanced motor skill approach. Sharing successful strategies is vital for a comprehensive and practical curriculum. The research underscores significant motor skill variations among schools, prompting targeted interventions in physical education. International schools need to improve their balance of skills, while public schools offer a model for effective strategies. Collaborative efforts in sharing successful practices can contribute to a more comprehensive and universally applicable framework for motor skill development.