International Journal of Human Movement and Sports Sciences Vol. 14(3), pp. 779 - 789
DOI: 10.13189/saj.2026.140322
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Developing a Brain Jogging-Based Physical Education Learning Model to Enhance Creative Thinking and Fundamental Movement Skills among Students with Intellectual Disabilities

Willy Ihsan Rizkyanto ^1,*, Mohd Izwan Shahril ^2
1 Department of Sports Education, Faculty of Health and Sport Sciences, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
² Department of Physical Education and Sport Science, Faculty of Sports Science and Coaching, Universiti Pendidikan Sultan Idris, Perak, Malaysia

ABSTRACT

Background: Physical education plays a vital role in promoting holistic development; however, students with intellectual disabilities often experience learning environments that emphasize motor execution while neglecting cognitive stimulation, particularly creative thinking. Recent advances in brain-based learning suggest that integrating cognitive challenges within physical activities may simultaneously enhance motor and cognitive outcomes. Brain Jogging, which combines coordinated movement, visual perception, and cognitive engagement, offers potential to address this gap in adaptive physical education. Purpose: This study aimed to develop and evaluate a Brain Jogging-based physical education learning model designed to enhance creative thinking and fundamental movement skills among elementary students with intellectual disabilities. Materials and Methods: The study employed a Research and Development (R&D) approach consisting of needs analysis, model design, expert validation, small- and large-scale field trials, and effectiveness testing. Content validity was assessed using Aiken's V coefficient, while feasibility and practicality were evaluated through expert and teacher assessments. Effectiveness was examined using a quasi-experimental design comparing experimental and control groups. Data were collected using creative thinking tests and fundamental movement skills assessments and analyzed using descriptive statistics and inferential tests. Results: The developed learning model demonstrated high content validity (Aiken's V = 0.87), very high feasibility (90%), and strong practicality (82%). Effectiveness testing revealed statistically significant differences between experimental and control groups in both creative thinking ability and fundamental movement skills (p = 0.000 < 0.05), indicating that the Brain Jogging-based model produced superior outcomes compared to conventional instruction. Conclusion: The Brain Jogging-based learning model is valid, practical, and effective in enhancing both cognitive and motor development in students with intellectual disabilities. The model provides an evidence-based instructional alternative that supports inclusive and holistic physical education.

KEYWORDS
Brain Jogging, Creative Thinking, Fundamental Movement Skills, Intellectual Disabilities, Physical Education, Brain-Based Learning

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Willy Ihsan Rizkyanto , Mohd Izwan Shahril , "Developing a Brain Jogging-Based Physical Education Learning Model to Enhance Creative Thinking and Fundamental Movement Skills among Students with Intellectual Disabilities," International Journal of Human Movement and Sports Sciences, Vol. 14, No. 3, pp. 779 - 789, 2026. DOI: 10.13189/saj.2026.140322.

(b). APA Format:
Willy Ihsan Rizkyanto , Mohd Izwan Shahril (2026). Developing a Brain Jogging-Based Physical Education Learning Model to Enhance Creative Thinking and Fundamental Movement Skills among Students with Intellectual Disabilities. International Journal of Human Movement and Sports Sciences, 14(3), 779 - 789. DOI: 10.13189/saj.2026.140322.