Phytanza et al.

, Int J Disabil Sports Health Sci; 2023;6(2):171-180

DOI:10.33438/ijdshs.1258177

International Journal of
Disabilities Sports and Health Sciences
e-ISSN: 2645-9094

RESEARCH ARTICLE

Physical activity based on manipulative exercise: how it affects the gross

motor of children with autism for 12 years old?
Diajeng Tyas Pinru Phytanza1 , Erick Burhaein2* , Carla Cristina Vieira Lourenço3 , and Ratko
Pavlovic 4
1
Universitas Negeri Yogyakarta, Faculty of Education and Psychology, Department of Special Education, Yogyakarta /
Indonesia
2
Universitas Ma’arif Nahdlatul Ulama Kebumen, Faculty of Teacher Training and Education, Department of Sports Education,
Kebumen / Indonesia
3
University of Beira Interior, Faculty of Human and Social Sciences, Department of Sport of Science, Covilhã / Portugal
4
University of East Sarajevo, Faculty of Physical Education and Sport, Lukavica / Bosnia dan Herzegovina
*Corresponding author: erick.burhaein@umnu.ac.id

Abstract
This study aims to determine the effect of manipulative exercise on gross motor ability in students with grade V autism at
SDLB who are 12 years old. The method and design used in this study is single-subject research using an Applied Behavior
Analysis (ABA) design. Researchers use test techniques in the form of instruments that use an event score recording system by
providing checks/notes on paper that have been provided for each event or behavior that occurs up to a predetermined period.
Data collection is carried out by observation and documentation techniques which are then analyzed using visual analysis
under conditions. The results of this study provide a conclusion that manipulative exercises have an influence on the gross
motor ability of students with autism, so manipulative exercises can be used as an alternative to improving gross motor ability.
This success may be influenced by several other factors that limit this study such as social, cultural, linguistic, and possibly
even genetic characteristics that can be used for further study. The recommendation for further research is to conduct further
research by paying attention to the limitations of this research.

Keywords
Physical Activity, Manipulative Exercise, Gross Motor, Children, Autism

INTRODUCTION because with gross skills children will be able to

carry out their daily activities and be useful for
Motor development includes fine motor and their growth and development in the future
gross motor. Gross motor development is important (Azizah et al., 2022; Gil Madrona et al., 2014).
because it affects other developmentsto optimize Without good movements, children will lag
motor skills, practice is required (Burns et al., behind others, including autism.
2017a). Motor skills will not develop in the absence In an autistic child, if he is given good
of the maturity of motor control, motor control will motor exercises, then his motor development will
not be optimal without body fitness, and body be good anyway. Training motor skills in autistic
fitness will not be achieved without physical children aims to make their motor nerves develop
exercise. Motor skills, especially gross motor skills, optimally (Phytanza, Burhaein, et al., 2021;
are very important to be mastered by children Phytanza, Purwanta, Hermanto, Burhaein, et al.,

Received: 01 March.2023 ; Accepted: 23 May 2023; Online Published: 30 May 2023

1ORCID: 0000-0002-9003-6597 , 2ORCID: 0000-0003-4680-1682, 3ORCID: 0000-0002-4128-069X , 4ORCID: 0000-0002-4007-4595

How to cite this article: Phytanza, DTP., Burhaein, E., Lourenço, CCV. and Pavlovic, R. (2023). Physical activity based on manipulative exercise: how it
affects the gross motor of children with autism for 12 years old?. Int J Disabil Sports Health Sci;2023;6(2):171-180. https://doi.org/10.33438/ijdshs.1258177

Phytanza et al., Int J Disabil Sports Health Sci, 2023;6(2):171-180 .Page 171/ 180.
 Physical Activity Based on Manipulative Exercise Children with Autism

2021). Motor nerves can be trained and developed will increase and will avoid various diseases. On
through regular ongoing activities and stimuli. the contrary, if motor skills are not developed
Motor skills in a child must be trained and then the problem will increase and expand as the
developed early. Motor exercises can be done with child ages. For example, if the initial basic
initial basic motion exercises, namely locomotor movements such as locomotor motion, non-
motion, nonlocomotor motion and manipulative locomotor motion and manipulative motion are
motion (Healy et al., 2018). not trained, it can result in the child showing
Motor skills can develop in line with the awkward and rigid movements due to lack of
maturity of the brain and nerves. Therefore, every coordination or frequent falls while walking.
movement that a child makes, even though it is In Yogyakarta, Indonesia there is a special
simple, is actually a result of the interaction patterns school to deal with children with autism, the name
of various complex system parts in the body that are of the school is the extraordinary school (SLB)
controlled by the brain (Phytanza, Purwanta, "X". Within the school there are several classes,
Hermanto, &Burhaein, 2021; Phytanza& Burhaein, ranging from early intervention classes consisting
2019). The brain serves to control and regulate all of behavioral therapy classes, occupational
the physical and mental activities of a person. Gross therapy classes, and speech therapy classes. Other
motor movements are in the form of body classes found in SLB "X are kindergarten classes
movements related to large muscles such as (TKLB), transitional classes and classes for the
running, kicking, tiptoeing, jumping, catching, elementary school level (SDLB). Transition
throwing, and maintaining balance. Such activities classes are preparatory classes to prepare students
are necessary to improve the coordination skills of with special needs (autism) to be able to
gross motor movements. participate in learning activities together with
The development of gross motor movements students in general. Autistic students attend
is closely related to physical or physical activity that special schools using the Indonesian independent
uses large muscles (Burhaein et al., 2021; Burns et curriculum which has been modified according to
al., 2017b). These large muscles such as shoulder their abilities and needs.
muscles, arm muscles, leg muscles, abdominal One of the autistic children who attended
muscles, and back muscles are affected by physical SLB "X" is a "BS" student, he is in class V of
maturity and these movements can usually be done SDLB and is 12 years old. According to the
by children (Burhaein et al., 2020; Mokhamad results of observations that have been made by
Parmadi Agus Setia Budi Wisnu Murtiansyah Ari researchers at SLB "X" shows that the gross
Susanto, 2022). In everyday life, gross motor motor ability "BS" still needs to be optimized. It
movements can be seen or encountered when seeing can be seen when throwing and catching the ball.
a child is playing. Examples of gross motor He seemed to hesitate when he was about to catch
movement skills performed by children at the time the ball. The ability to throw the ball is also not
of such as children playing chasing by running, good, he has not been able to make the movement
jumping, jumping, or playing ball by kicking, of throwing the ball correctly, because he seems
throwing, and bouncing it. The movement is to throw the ball down instead of doing the
strongly influenced by the physical and psychic movement throwing the ball correctly, namely
development of children with autism. throwing forward or upwards. "BS" also hasn't
Gerak motorik kasar biasanya memerlukan lot been able to jump, bend over and tiptoe using
of power, as it is done by large muscles. Gross both legs. The sports activities participated by
motor movements involve the activity of the "BS" at SLB "X" include gymnastics which is
muscles of the legs, muscles of the hands, and the carried out every day before eating at school,
whole body of the child. Gross motor movements throwing catch the ball, dexterity training, and
are influenced by maturity in coordination. Various ball kicking exercises. The way teachers teach
kinds of gross motor movements that can be ball catch throwing is to do the practice of
achieved by children will be very useful for their throwing catch the ball directly in a standing
future lives. For example, children are accustomed position. At first, the teacher instructs "BS" to
to kicking balls and running, if they grow up, they stand up and place the "BS" into the throwing
will enjoy exercising. If he likes to exercise, his area to catch the ball, then the teacher gives the
muscles will be stronger and his immune system instruction "BS, catch the ball!" and then BS

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 Physical Activity Based on Manipulative Exercise Children with Autism

catches the ball. And at the time of throwing the variable and the stronger bound variable, So that
ball, Master gives the instruction "throw the ball!" a conclusion can be formulated from the results of
then BS throws the ball held by him. If at the time these measurements.
of throwing catch the ball BS encountered Participants
obstacles, then the teacher providedassistance. This study was conducted on one autistic
Based on this description, there is a focus on child of grade V SDLB, aged 12 years who
the effect of manipulative exercise on gross motor attended SLB "X" with the initials BS. The initial
ability, which is formulated in the research ability that the child has is quite good, namely
question, namely, how does manipulative exercise compliance behavior has been formed. His gross
affect the gross motor ability of students with motor skills are still lacking, it can be seen when
autism class V SLB "X"? So the purpose of this researchers make observations at SLB "X". It can
study was to analyze the effect of manipulative be seen when throwing and catching the ball. He
exercise on the gross motor ability of students with seemed to hesitate when he was about to catch the
autism class V SLB "X". ball. The ability to throw the ball is also not good,
he has can’t make the movement of throwing the
MATERIALS AND METHODS ball correctly, because he seems to throw the ball
down, not doing the movement of throwing the
Research Method ball correctly. BS also hasn't been able to jump,
In the research conducted, researchers use bend down, and tiptoe using both legs. From the
quantitative methods with a type of single-subject results of this study, the intervention of subjects
research (SSR) namely experimental research using with autism is expected to be able to improve
single-subject research to find out how much gross motor abilities through manipulative
influence a treatment is given to subjects. Single exercises so that later their motor nerves can
Subject Research is a study that focuses on develop optimally.
behavioral changes in the cognitive, psychomotor, Instruments
and affective realms caused by As previously stated, this research is a
behavior/action/intervention in one subject being quantitative study with the type of Single Subject
studied (Gast, 2009; Horner et al., 2005; Peng, Research which was carried out to improve gross
2020). The data in this study were obtained through motor ability in grade V students with autism
experimental techniques, namely, the research was using manipulative exercises at SLB “X”.
carried out using two variables, namely free Researchers use a test technique in the form of an
variables and bound variables which then tested the instrument that uses an event score recording
influence of independent variables on dependent system by providing a check/noteon the paper that
variables. In this study, the single subject of the has been provided for every event or behavior that
field of behavior modification into bound variables occurs up to a predetermined period. To get the
is the target behavior that wants to be changed by desired data, then pay attention to the following:
providing certain actions or interventions. 1. Definition of Conceptual
In Single Subject Research, there are three Gross motor ability is the ability of students
kinds of research designs, namely: 1) A-B design, to perform gross motor movements that require
2) A-B-A design, and 3) A-B-A-B design. The A-B- coordination of most parts of the body and are
A design is one of the developments of the basic A- more demanding on physical strength and balance
B design. This A-B-A design shows a stronger in the form of movements involving large
causal relationship between free variables than the muscles.
A-B design. The design used in this study was the 2. Definition of Operational
A-B-A design. Measurements in the A-B-A design Gross motor ability is a score obtained by students
are carried out by comparing the first baseline after a test. This score describes the learner's
condition (A1) with a certain period of time and ability to perform movements involving large
then measurement at the intervention condition (B) muscles, including (1) rolling the ball using two
at a certain period, followed by re-measuring in the hands, (2) passing the ball using two hands and
second baseline condition (A2) at a certain period as (3) catching the ball using two hands.
a change to know or convince the existence of a
strong functional relationship between the free

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 Physical Activity Based on Manipulative Exercise Children with Autism

3. Lattice - Instrument Grille

The stages of compiling student instruments are to compile a grid in the form of a specification
table based on variables.

Table 1. Gross motor capability instrument grilles in class V learners with autism in SLB "X"

Variable Aspects Indicators Item Number Sum

Ability Strength 1. Learners are able to roll the ball using two 1 1
Gross motor big muscles hands well
2. Learners are able to pass the ball using two 2 1
hands appropriately
3. Learners are able to catch the ball using 3 1
two hands well
Total 3 3

Grade Criteria until it stabilizes. To measure the gross

1. If the subject is able to perform movements motorability of subjects are taughtmanipulative
independently is given a score of 3; exercises. Manipulative exercises consist of 4
2. If the subject is able to perform movements stages, namely, the first stage (basic) of rolling the
with little help is given a score of 2; ball, the second stage of bouncing the ball, the
3. If the subject is able to perform movements third stage of passing the ball, and the fourth stage
with the help of all of them is given a score of catching the ball which is carried out in a
of 1. standing position. More details can be seen in
Data Collection Technique Figure 1.
The data collection technique carried out in 3. Phase A2 (Second baseline)
this study is a test. Researchers used the deed test This stage is the stage of adding conditions
on subjects starting from the first baseline (A1), for drawing conclusions. In this stage, students
intervention (B), and second baseline (A2). The perform movements to roll the ball, throw the ball
first baseline (A1) aims to determine the outcome and catch the ball after manipulative exercises are
of the subject's ability before obtaining an carried out in the previous stage, namely the
intervention. The second baseline test (A2) is intervention phase (B). More details can be seen in
useful for obtaining the results of the subject's Figure 1.
abilities after obtaining the intervention. Information
1. First Baseline Phase (A1) A. A1 is the symbol of the flat line (first baseline).
This phase is the initial condition of the The first baseline is a natural initial condition of
gross ability of motor in the subject before the subject without intervention.
receiving treatment. From here the researchers B. B (intervention) is an intervention in which
looked at the ability of the gross motor to roll, pass the subject is given repeated treatment.
the ball and catch the ball to the learners without C. A2 (baseline kedua) merupakan pengulangan
being given any treatment and recorded what the kondisi A1 yang dilakukan sebagai evaluasi
learners did. This first baseline phase is carried out bagaimana intervensi berpengaruh terhadap
repeatedly until the learner's state stabilizes, to find subyek.
out the initial abilities that the subject has before Data Analysis
being given treatment using manipulative In Single Subject Research, data analysis uses
exercises. More details can be seen in Figure 1. simple descriptive statistics and focuses on
2. Intervention Phase (B) individual data influenced by the design used. This
It is an intervention condition of the gross study used an A-B-A design with data processing
motor ability of the subject during the treatment techniques using percentages. A percentage is a
process. The intervention is carried out using unit of measure that is often used by researchers
manipulative exercises aimed at helping to and teachers to measure behavior in academic and
improve gross motor abilities. This stage of social fields. Percentage (%) is calculated by
intervention is carried out repeatedly until the calculating the maximum score multiplied by
subject can perform this stage to the maximum 100%.

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 Physical Activity Based on Manipulative Exercise Children with Autism

Figure 1. Data collection technique flow

Percentages = x 100% ascending direction of the behavior being

intervened in each session that needs to be
measured. More details can be seen in Figure
The analysis in this study uses visual analysis 2.
in conditions. Visual analysis in conditions is an 3. Step 3: Determine the stability tendency at
analysis carried out by making direct stages A1, B, and A2 towards the measured
observations of the data that has been displayed behavioral targets. The percentage of stability is
in the graph. The analysis components under said to be stable if it is 85%-90%, while below
conditions include six components, namely 1) that the variable is unstable. The percentage of
Length of condition, 2) Estimated directional stability at each stage is known by first
determining the tendency to stability using the
tendency, 3) Stability tendency, 4) Data footprint, 15% stability criterion through calculations for
5) Level of stability and 6) Range / level of each stage below:
change. The steps for determining the six a. Stability range = highest data x 15%
components of visual analysis under conditions b. Mean level = total number of data: the
based on this study are as follows: amount of data.
1. Step 1: Specify a condition length that c. Mean level = total number of data: the
indicates the session in each condition or amount of data.
stage. In this study using disai A-B-A with the d. Lower limit = mean – half the stability
length of the condition at the first baseline range.
(A1) was 3 sessions, the intervention (B) was e. Stability percentage = many data in the
8 sessions and the second baseline (A2) was 3 range: many data
sessions. 4. Step 4: Determine the trend of traces at stages
2. Step 2: Estimate the trend of the direction A1, B, and A2 towards each of the measured
using the split middle method on the graph, behaviors. It is the same as determining the
and then determine the trend line in the table directional trend.
that describes the downward, horizontal or

Decreased Flat Ascending

Figure 2. Trend of the chart direction

5. Step 5: Determine the level of stability and decreasing by putting a sign (+) if it improves, (-)
range by writing down stable or variable data if it worsens, and (=) if there is no change. After
results and the range of data from the smallest knowing the calculation results of the six
data to the largest data at each stage.
components analyzed, foBSat can be made or a
Step 6: Determine the level of change by marking
summary table of the analysis results under
the first data and the last data at each stage. Then
conditions that can be used to describe the results
determine whether thedirection is increasing or
of the study.

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 Physical Activity Based on Manipulative Exercise Children with Autism

RESULTS

Baseline Stage Data Description (A1) At the baseline stage (A1), researchers
Before the researcher gave the treatment measured and collected data on the subjects' initial
(intervention), the researcher made observations motor gross ability without being given
(data collection) about the gross motor ability of intervention. Measurement and data collection of
learners with class V autism in SLB "X". The target behavior 46 was carried out in three
purpose of observation is to measure and collect sessions, namely Monday, Wednesday, and Friday
data on the gross motor ability of the subjects in the second week of August 2022 with a duration
before the treatment (intervention). Observation is of 45 minutes in each session starting at 09.15 to
carried out by observing and recording the gross 10.00 WIB. The score gain at this stage can be
motor ability of the subject during sports activities. seen in the following table.
Table 2. Baseline condition stage score acquisition (A1)

Session
Gross Motor Capability Average
1 2 3
1. Able to roll the ball using two hands well. 1 1 1 1
2. Able to roll the ball using two hands well. 1 1 1 1
3. Able to catch the ball using two hands well. 1 1 1 1

The data in the baseline condition stage score Description of Intervention Stage Data (B)
acquisition table (A1) showed that in sessionsone The intervention stage (B) is a condition of gross
to session three, the average score obtained by the motor ability intervention, that is, in the form of
subjects at the baseline stage (A1) was 1 for each treatment given to subjects through manipulative
ability, namely rolling the ball, passing the ball, exercises. The manipulative exercise begins with
and catching the ball. In accordance with the rolling the ball on the floor using two hands, then
description of the score obtained that has been bouncing the ball to the floor using two hands,
described in the previous chapter, a score of 1 followed by passing and catching the ball using
indicates that the subjects were fully assisted by two hands which are done in a standing position.
the researcher in performing gross motor Intervention through manipulative exercises is
movements. carried out to determine changes in the gross
Based on the results of measurement and motor ability of the subjects.
collection of target behavior data in the baseline Intervention condition (B) was given to subjects in
condition stage score (A1) acquisition table as many as eight sessions. The number of sessions
conducted for 3 sessions, these results showed that conducted each week is 3 meetings on Monday,
students with grade V SDLB autism hade low Wednesday, and Friday. Intervention conditions
gross motor ability. The results also show that the (B) were implemented in total at 8 meetings. The
data has reached a stable level. Thus, the study can duration for each meeting is 45 minutes, starting at
be continued to the next stage, namely the 09.00 WIB until 09.45 WIB. The score acquisition
intervention condition (B). at this stage can be seen in the following Table 3.

Table 3. Acquisition of intervention condition stage score (B)

Session
Gross Motor Capability Average
1 2 3 4 5 6 7 8
1. Able to roll the ball using two hands 2 2 2 2 2 3 2 2 2,12
well.
2. Able to pass the ball using two hands 2 2 2 2 2 2 2 2 2
appropriately.
3. Able to pass the ball using two hands 2 2 2 2 3 2 2 2 2,12
appropriately.

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 Physical Activity Based on Manipulative Exercise Children with Autism

The data in the table of obtaining the score to the baseline stage (A2) is to find out or convince
of the intervention condition stage (B) shows that that there is a strong relationship between the free
gross motorability in students with grade V SDLB variable (manipulative exercise) and the bound
autism has increased. The increase in gross variable (gross motor ability), namely by repeating
motorability occurs in the ability to roll the ball, in measuring and collecting data on the gross
pass the ball and catch the ball. The average score motor ability of the subject without intervention.
obtained is 2.12 for the ability to roll the ball and Research at the baseline condition stage (A2) was
catch the ball, while for the ability to pass the ball carried out by observing and recording the gross
the average score obtained is 2. Based on these motor ability when the subjects performed gross
results, the provision of intervention in this motor movements, namely rolling the ball on the
intervention condition (B) can be stopped in the floor using two hands, passing the ball using two
eighth session because the data on the intervention hands, and catching the ball using two hands. At
condition (B) is stable and can be continued to the this stage, measurement and data collection are
second baseline stage (A2). carried out in as many as three sessions, namely on
Baseline Stage Data Description (A2) Monday, Wednesday,and Friday. Phase A2 was
After treatment at the intervention condition (B), carried out in total in 3 meetings with a duration of
the next stage is the baseline stage (A2). The 45 minutes. The A2 condition stage starts at 09.00
baseline stage (A2) is the repetition phase of to 09.45 WIB. The score at this stage can be seen
baseline condition A1. The purpose of continuing in the following Table 4.
Table 4. Baseline condition stage score acquisition (A2)

Session
Gross Motor Capability Average
1 2 3
1. Able to roll the ball using two hands well 3 3 3 3
2. Able to pass the ball using two hands appropriately. 2 2 2 2
3. Able to catch the ball using two hands well. 3 3 3 3

The data in the baseline condition stage From this analysis, the researcher can decide to
score (A2) table shows that the gross motor ability stop the study until the second baseline condition
of learners with grade V SDLB autism has changed (A2) stage because the data obtained is stable and
(increased) from the intervention condition stage the target has been achieved even though there is
(B). This can be seen from the average score one gross motor movementthat still needs a little
obtained by the subjects is 3 on the ability to roll help, namely passing the ball correctly. From the
the ball and the ability to catch the ball. In data obtained from recording gross motor ability
accordance with the description described in the scores on the first baseline (A1), Intervention (B),
previous chapter, a score of 3 indicates that the and second baseline (A2), researchers compared
subject is able to roll the ball and catch the ball these data and saw changes in gross motor
independently. As for the ability to pass the ball abilityafter intervention using manipulative
precisely, the results of measurements and data exercises. This can be seen in the following
collection show that the ability to pass the ball has Table5.
not changed (stable) from the stage of intervention
condition (B). The average score obtained is 2
DISCUSSION
which means the subject is able to pass the ball
precisely with little help. Based on the results of the study,
Based on the score acquisition data at the manipulative exercise has an influence on gross
baseline condition stage (A1), the motor ability in grade V SDLB students with
interventioncondition stage (B) and the second autism. This can be seen from the change in score
baseline condition stage (A2) researchers can draw acquisition which shows that the score gain at the
the conclusion that manipulative exercise has an intervention stage (B) has increased when
influence on the gross motorability of learners with compared to the measurement results and score
grade V SDLB autism. acquisition at the first baseline stage (A1).

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 Physical Activity Based on Manipulative Exercise Children with Autism

Table 5. Score acquisition of baseline condition stage (A1), intervention condition stage (B), and
second baseline condition stage (A2)

Motor Gross Capability Score

Condition Able to roll Able to pass the ball Able to catch the ball well
Session
Stage a ball well appropriately
A1 1 1 1 1
2 1 1 1
3 1 1 1
B 1 2 2 2
2 2 2 2
3 2 2 2
4 2 2 2
5 2 2 2
6 2 2 3
7 2 3 2
8 2 2 2
A2 1 2 3 3
2 3 2 3
3 3 3 2

Likewise, the score acquisition at the second change (stable) when compared to the score gain at
condition stage (A2) has increased when compared the intervention condition stage (B).This research
to the score acquisition at the intervention is supported by several previous studies that can be
condition stage (B). used as a comparison, including Monteiro et al.
The results of providing intervention (2022), Mohd Nordin et al. (2021), and Ketcheson
conditions (B) through manipulative exercises et al. (2017).
showed that the acquisition of gross motor (gross Research Monteiro et al. (2022) gives the
motor) ability scores at the intervention stage (B) conclusion that considering the importance of
changed (increased) when compared to the score physical activity clinically for children with ASD,
acquisition at the first baseline condition stage a systematic review with this meta-analysis
(A1). showed that physical activity did not have a
The increase in gross motor ability occurs in statistically significant effect on coordination in
the ability to roll the ball, pass the ball and catch individuals with ASD. Research Mohd Nordin et
the ball. In the second baseline condition stage al. (2021) concluded that it is important to assess
(A2) it was seen that the acquisition of the ball motor development in ASD children because there
rolling ability score and the ability to catch the ball are significant motor delays in these children
increased when compared to the score gain in the compared to developing children, and the delays
intervention condition (B). However, for the become more pronounced with age. Early
ability to pass the ball, the results of measurement detection of motor delays can enable the provision
and data collection showed that the score gain at of early intervention services to optimize
the second baseline condition stage (A2) did not
developmental outcomes.Research Ketcheson et al. motor ability of students with autism, so
(2017) concluded that their findings highlight the manipulative exercise can be used as an alternative
importance of including motor programming as in increasing gross motor ability. This success may
part of the early intervention services provided to be influenced by several other factors suchas
young children with an autism spectrum disorder. social, cultural, linguistic, and possibly even
The novelty of this study compared to genetic characteristics that can be used for further
several previous studies is that the subject is at the study.
grade V level of an elementary school in Conclusion
Indonesia. Based on the analysis data, it was The results showed that manipulative
concluded that the effect of this study showed that exercises have an influence on the gross motor
manipulative exercise has an influence on the gross ability of students with autism, so manipulative

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 Physical Activity Based on Manipulative Exercise Children with Autism

exercises can be used as an alternative in Studies, 43(1). https://doi.org/10.30819/ iss.

increasing gross motor ability. This success may 43-1.05
be influenced by several other factorsthat limit Burhaein, E., Ibrahim, B. K., & Pavlovic, R.
thisstudy suchas social, cultural, linguistic, and (2020). The relationship of limb muscle
possibly even genetic characteristics that can be power, balance, and coordination with instep
used for further study. The recommendation for shooting ability: A correlation study in
further research is to conduct further research by under-18 football athletes. International
paying attention to the limitations of this research. Journal of Human Movement and Sports
Sciences, 8(5). https://doi.org/10.13189/saj.
Acknowledgment 2020.080515
The author would like to express his deepest Burns, R. D., Fu, Y., Fang, Y., Hannon, J. C., &
gratitude to Ma'arif Nahdlatul Ulama Kebumen Brusseau, T. A. (2017a). Effect of a 12-week
University, Yogyakarta State University, physical activity program on gross motor
University of Beira Interior, and the University of skills in children. Perceptual and Motor
East Sarajevo as affiliates of the authors. Deep Skills, 124(6), 1121–1133. https://doi.org/10.
gratitude was also conveyed to all parties involved 1177/ 0031512517720566
in this study. Burns, R. D., Fu, Y., Fang, Y., Hannon, J. C., &
Conflict of Interest Brusseau, T. A. (2017b). Effect of a 12-week
We declare that this article we wrote has no physical activity program on gross motor
involvement in any particular conflict of interest. skills in children. Perceptual and Motor
Ethics Statement Skills, 124(6), 1121–1133.
Penulisan Artikel Ini Telah Melalui Segala https://doi.org/10.1177/0031512517720566
Prosedur raletika yang berkaitan dengan Gast, D. L. (2009). Single subject research
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