Fika Widiana Kuspratiwi, Wawan Sundawan Suherman, Amat Komari, Nevitaningrum
Background and Study Aim Physical education traditionally focuses on the development of motor skills as a core educational objective. At the same time, physical education lessons may also contribute to the development of social-emotional competencies through structured interaction and cooperation among students. Despite the application of various instructional approaches, the relative effectiveness of cooperative circuit games in enhancing both fundamental motor skills and social-emotional learning remains a matter of practical interest. This study examined whether cooperative circuit games could enhance fundamental motor skills and social-emotional learning among upper elementary school students. Material and Methods A twelve-week cluster-randomized controlled trial was conducted with 192 fourth-and fifth-grade students (aged 9–10 years) from six urban public elementary schools in Yogyakarta, Indonesia. Three schools were randomly assigned to a cooperative circuit training group (n = 96). Three schools received regular physical education instruction (n = 96). The intervention consisted of weekly 55-minute sessions. Each session included five cooperative circuit stations integrating locomotor skills, object control, and structured social interaction. The program also included guided reflection activities. Outcomes were assessed using the Test of Gross Motor Development-2 (TGMD-2) and the Strengths and Difficulties Questionnaire (SDQ). Results Analysis of covariance (ANCOVA) revealed intervention effects on locomotor skills, object control, prosocial behavior, and reductions in total difficulties (all partial η² > 0.34, p < 0.001). The experimental group demonstrated medium-normalized gains across outcomes. The control group showed minimal change. The intervention also shifted social-emotional functioning from the borderline range to the average range. Conclusions Cooperative circuit games enhance motor competence and social-emotional development. This approach may be used to integrate these domains in educational settings with limited resources. © Fika Widiana Kuspratiwi, Wawan Sundawan Suherman, Amat Komari, Nevitaningrum Nevitaningrum, 2026.
Department of Physical Education, Faculty of Sports Science and Health, Yogyakarta State University, Indonesia; Department of Physical Education, Faculty of Teacher Training and Education, Siliwangi University, Indonesia
