Effects of Traditional Engklek Game on Static and Dynamic Balance in Preschool Children: A Quasi-Experimental Study

Rahadyani Ridha Mahdiyah; Mahendra Wahyu Dewangga; Rinna Ainul Maghfiroh

doi:10.24843/

Authors

Rahadyani Ridha Mahdiyah Department of Physiotherapy, Faculty of Health Sciences, Universitas Muhammadiyah Surakarta, Surakarta, Indonesia Author
Mahendra Wahyu Dewangga Department of Physiotherapy, Faculty of Health Sciences, Universitas Muhammadiyah Surakarta, Surakarta, Indonesia Author
Rinna Ainul Maghfiroh Department of Physiotherapy, Faculty of Health Sciences, Universitas Muhammadiyah Surakarta, Surakarta, Indonesia Author

DOI:

https://doi.org/10.24843/

Keywords:

Postural Balance, Motor Skills, Play Therapy, Preschool Child

Abstract

Background: Static and dynamic balance are essential components of motor development in preschool children, yet insufficient physical stimulation may impair balance acquisition during early childhood.
Objective: To evaluate the effect of the traditional engklek game on static and dynamic balance in preschool children aged 4–6 years.
Methods: A quasi-experimental pre-test–post-test control group study was conducted involving 36 preschool children (intervention n=18; control n=18). The intervention group participated in a modified engklek game three times per week for four weeks, while the control group followed routine school activities. Static balance was assessed using the One-Leg Stand Test (OLS) and dynamic balance using the 10-Meter Walk Test (10MWT). Data were analyzed using Wilcoxon Signed Rank and Mann–Whitney U tests (α=0.05), with effect sizes reported as r.
Results: The intervention group showed significant improvements in static balance (median OLS: 6.2 s to 11.4 s; p<0.001; r=0.62) and dynamic balance (median 10MWT: 9.1 s to 7.4 s; p<0.001; r=0.58), while no significant changes were observed in the control group. Between-group comparisons demonstrated significant differences in both outcomes (p<0.01).
Conclusion: The traditional engklek game significantly improves static and dynamic balance in preschool children aged 4–6 years and may serve as a feasible play-based intervention in pediatric physiotherapy.