All pupils in three school years at

All pupils in three school years at one compulsory school were studied until school year three.
The two intervention groups had Physical Education and physical activities on the schedule
five lessons per week and alsoif needed one extra lesson (45 minutes) of motor training per
week. Physical Education was increased from two to three lessons per week and different
local sports clubs had physicalactivities based on playful motor training two lessons per
week.
An important goal of the intervention was for pupils to feel motivated and enjoy taking
part in physical activities. Children who needed extra motor training were offered this
according to the MUGI model - Motor skills as Foundation for Learning (in Swedish:
Motorisk Utveckling som Grund för Inlärning)(Ericsson, 1985-87), aneducation program,
which started in Lund in the early 1980s. An evaluation of the MUGI model had shown that
the motor training had positive effects on children’s motor control, perception and ability of
remembering details (Ericsson & Lindström, 1987)

Hasil (Bahasa Indonesia) 2:

Semua siswa di tiga tahun sekolah di salah satu sekolah wajib dipelajari sampai tahun ajaran tiga.
Dua kelompok intervensi memiliki Pendidikan Jasmani dan kegiatan fisik pada jadwal
lima pelajaran per minggu dan alsoif diperlukan satu pelajaran tambahan (45 menit) dari pelatihan bermotor per
minggu. Pendidikan Jasmani meningkat dari dua hingga tiga pelajaran per minggu dan berbeda
klub olahraga lokal memiliki physicalactivities berdasarkan pelatihan motorik bermain dua pelajaran per
minggu.
Tujuan penting dari intervensi itu untuk murid yang merasa termotivasi dan menikmati mengambil
bagian dalam kegiatan fisik. Anak-anak yang membutuhkan pelatihan motorik tambahan yang ditawarkan ini
sesuai dengan model MUGI - Keterampilan motorik sebagai Yayasan Pembelajaran (di Swedia:
Motorisk Utveckling som Grund för Inlärning) (Ericsson, 1985-1987), Program aneducation,
yang dimulai di Lund pada awal 1980-an. Evaluasi model MUGI telah menunjukkan bahwa
pelatihan motorik memiliki efek positif pada kontrol motor, persepsi anak-anak dan kemampuan
mengingat rincian (Ericsson & Lindström, 1987)