Enhancing Motor Competence in Rhythmic Gymnastics: Effects of the Overlapping Waves Strategy in School-Based Physical Education
Journal of School Health, vol.96, no.8, 2026 (SCI-Expanded, SSCI, Scopus)
- Publication Type: Article / Article
- Volume: 96 Issue: 8
- Publication Date: 2026
- Doi Number: 10.1111/josh.70195
- Journal Name: Journal of School Health
- Journal Indexes: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus, Agricultural & Environmental Science Database, CINAHL, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), EMBASE, ERIC (Education Resources Information Center), MEDLINE, Public Affairs Index, SportDiscus, Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Biomedical Reference Collection: Corporate Edition (EBSCO), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Health Research Premium Collection (ProQuest), Pharma Collection (ProQuest), Psychology & Behavioral Sciences Collection (EBSCO), Sociology Database (ProQuest), Sociology Source Ultimate (EBSCO)
- Keywords: cooperative learning, fundamental movement skills, motor competence, motor development, physical literacy, rhythmic gymnastics, school-based intervention
- Ataturk University Affiliated: Yes
Abstract
Background: Rhythmic gymnastics offers a context for motor development. This study examined the association between the Overlapping Waves Strategy and traditional instruction in fundamental club skills. Methods: A cluster-allocated quasi-experimental design (16 sessions) was implemented among 64 fifth-grade female students. Participants received Overlapping Waves Strategy (n = 32) or conventional instruction (n = 32). Four skills were assessed by certified judges. Results: Two-way mixed ANOVA revealed significant group × time interactions (all p < 0.001). The experimental group exhibited greater pre-post performance gains than the control group. Implications for School Health Policy, Practice, and Equity: The strategy provides a structured pedagogical framework for physical education, suggesting potential feasibility, though limited by the specific single-setting and demographic parameters, and policy recommendations remain premature without broader replication. Conclusion: Preliminary findings indicate greater short-term execution of club skills in the experimental classroom. Classroom-level confounding cannot be excluded. Replication in cluster-randomized designs with retention measures is required.