The lack of systematic assessment of coordination and timing, combined with the limited incorporation of rhythmic activities, leads to difficulties in acquiring basic motor skills. The objective of the study was to determine the effect of rhythmic activities on coordination and timing in third-grade boys and girls at a public school in the municipality of Medellín (Colombia). This was a quantitative study with a quasi-experimental design and convenience sampling (n=63). A sociodemographic profile, the CPM battery validated for Colombian schoolchildren, and a teaching unit of rhythmic activities were used. Data were processed using statistical software such as SPSS 28 and Jamovi 2.3.28. It was found that the experimental group, which participated in rhythmic activities, improved its levels of coordination and timing (p<0.05). Similarly, the control group, which participated in the regular physical education class, improved general dynamic coordination, hand-eye coordination, and foot-eye coordination, but did not manage to surpass the performance levels in timing (p=0.392). In conclusion, the instructional unit on rhythmic activities proved effective in strengthening both abilities; therefore, its implementation as a cross-curricular component in physical education class planning is recommended.
The lack of systematic assessment of coordination and timing, combined with the limited incorporation of rhythmic activities, leads to difficulties in acquiring basic motor skills. The objective of the study was to determine the effect of rhythmic activities on coordination and timing in third-grade boys and girls at a public school in the municipality of Medellín (Colombia). This was a quantitative study with a quasi-experimental design and convenience sampling (n=63). A sociodemographic profile, the CPM battery validated for Colombian schoolchildren, and a teaching unit of rhythmic activities were used. Data were processed using statistical software such as SPSS 28 and Jamovi 2.3.28. It was found that the experimental group, which participated in rhythmic activities, improved its levels of coordination and timing (p<0.05). Similarly, the control group, which participated in the regular physical education class, improved general dynamic coordination, hand-eye coordination, and foot-eye coordination, but did not manage to surpass the performance levels in timing (p=0.392). In conclusion, the instructional unit on rhythmic activities proved effective in strengthening both abilities; therefore, its implementation as a cross-curricular component in physical education class planning is recommended. Read More