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

Abstrak

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.