TEACHER’S EXPERIENCES OF TEACHING GROSS MOTOR SKILL FOR CHILDREN WITH OBESITY: A PHENOMENOLOGICAL STUDY

Improving gross motor skill in early childhood education is very important. However, few qualitative studies have investigated teachers’ experience of teaching gross motor skill with obese children. The purpose of this present study is to explore the early childhood educators’ experiences of teaching gross motor skill children with obesity from six kindergartens in the Yogyakarta district. Nine teachers participated in this study. Data were gathered through semi-structured interviews. Data also were qualitatively analyzed using the phenomenological study with the Moustakas model. Four thematic categories emerged: positive perception; flexibility; diverse role, and barriers. Teachers described the feeling when teaching gross motor for obese children, the flexibility of gross motor teaching. Teachers also expressed how the role was used for obese children and having barriers faced by teachers. Implications of these findings are discussed and recommendations are made for future research.


INTRODUCTION
The development of children's motor skills is important. Some studies, such as Harriet G William have documented that there is a relationship between the performance of motor skills and physical activities which will have an impact on children's health particularly beneficial to prevent obesity. 1 Draper et al found that children's gross motor development program will have an impact on the cognitive function of children 2 . The other study found a significant relationship to children's language and social interactions 3 , even though the child has vision problems. 4 Therefore, it is important to strengthen children's motor skills during early childhood years. programs in the early years setting. To date, there are no qualitative inquiry has focused on the experience of the teacher practice in improving gross motor skills with obese children without other staff perspectives. This investigation portrays teachers' gross motor teaching experiences that focused on obese children at the preschool level. In addition, this research discovers the concerns of teachers about perception, technique, and the problems they encounter during teaching. Consequently, this study discusses information to modify and increase the effectiveness of physical education for obese children at preschool.

Literature Review Teacher's Experience
Experience is a term that is often used in education and is known to be related to learning (education). Experience is also a category that directs to view and analyze classes in a different way from current practice. 18 To understand deeply about the experience, four theories are that are used to guide in exploring one's experience: the experience manifests itself or has a passion (passion) interests, the experience of integrating over space and time, the experience that moving power and experience is a transformation. 19 In general, teacher experience is an experience that brings to an individual perspective or is subjective from each teacher. 20 A qualitative study of the experiences of Early Childhood teachers will provide the benefits. In addition, these results will have a broad impact on scientific development. Moreover, the theme of this study has great strength and attention. Thus, the benefits to be provided are very valuable for early childhood wellbeing.

Gross Motor Skill
Gross motor is defined as part of manipulative movements. While the gross motor manipulative movement itself is a movement that gives to certain objects and receives from certain objects. The same meaning as gross motor skills such as locomotor movement, stabilizing movement -explained by Gallahue and Ozmun in a separate chapter. 21 The definition of the gross motor is meant as the movement of the whole body or the main body of the body. This understanding leads to differences in the understanding of the fine motor because the meaning of fine motor is more focused on the coordination of the hands and eyes as well as controlling the arms, hands, and touch. 22 Hurlock also suggested that gross motor is a movement that involves broad body parts in walking, jumping, running, swimming, and so on. 23 However, Berk distinguishes gross motor understanding in infancy. At this time, the 18 W. M. Roth and A. Jornet, Toward Theory of Experience, Journal Science Education, 98, 2014, p. 106. 19 W. M. Roth and A. Jornet,Toward Theory…" p. 106. 20 -Hill, 1998, p. 80. 22 Thomas J. Berndt, Child Development, Dubuque: Brown & Brenchmark Publishers, 1949, p. 181. 23 Elizabeth B. Hurlock, Perkembangan Anak, Jakarta: Erlangga, 1988 gross motor is defined as control of actions that help the baby reach the surrounding environment. 24 Typically, there are three categories of gross motor: locomotor, non-locomotor or manipulative movements. Furthermore, Papalia stated that the gross motor development of children experienced remarkable progress when the child entered pre-school age. 25 This progress is due to the cerebral cortex will enable the achievement of good coordination between children's desires and what they can do. In addition, this ability is supported by their strong muscles and bones and greater lung capacity. 26 Gross motor development includes the use of limb functions for activities, such as jumping, running, and climbing. These activities can be carried out by all children except those who have developmental difficulties or developmental delays. 27 Among the factors that influence a child's gross motor development are body size, physical growth, relative strength in body weight and maturity of the nervous system. 28 The condition of obesity experienced by children allows related to the child's motor abilities. 29 In general, the development of motor coordination mostly occurs at the age of 2 and 3 years, 4 and 5 years old children begin to have good control, but the motor movement is not stable. Therefore, Wood concludes that the nature of most 4-year-old children looks a bit careless, often spilling something and colliding which is not common, 30 because the child's motor movements are stable after turning 6 or 7 years. This development can be proven when children aged 3 and 4 years, children begin to work in improving motor skills. Children also learn about how to balance, run and climb. 31 At the age of 6 years, children have integrated their movements because they have entered the stage where they think cognitively about two or more coordinated movements such as running, throwing and kicking a ball, dancing, spinning sticks and ropes and jumping further. 32 Based on some of the arguments above, early childhood has the opportunity to develop ideally if development time is put to good use, although gross motor development is influenced by internal and external factors. This influence does not mean deterring the child's motor development, but these factors can be reduced and can maximize the child's environment and potential to be able to improve his gross motor skills. Research on children's gross motor skills is an important factor in influencing programs to be provided in schools, especially to find effective practical efforts to improve gross motor skills in obese children because this explains how the teacher seeks to improve children's gross motor skills and perceive them.

Childhood Obesity
Obesity is a condition of body weight with excessive or abnormal categories of obesity according to health. 33 Some opinions reveal that the definition of obesity is quite difficult for several reasons. However, the operational definition is based on mortality and morbidity, for example, the operational definition expressed by the body mass index (BMI) which measures weight and height. For normal criteria according to BMI, which is between 18.5 kg / m to 24.9 kg / m. The criteria for obesity are more than 30 kg / m, and overweight criteria are between 25.0 kg / m and 29.9 kg / m, and underweight categories are below 18.5 kg / m. 34 Early childhood who is obese has a different measurement because it is still experiencing growth, development and gender differences in growth patterns. BMI uses epidemiological study methods to measure obesity for children aged 2 years and over. But to measure the category of early childhood obesity (childhood obesity), BMI considers age and distinguishes it from gender. 35 So to define early childhood obesity it is necessary to connect between age and gender.
Early childhood education (ECE) is an environment that affects the condition of childhood obesity. The intervention program for obese children at an Early Childhood Education level is very effective. 36 Specifically, ECE aims to help children choose healthier lives by providing information about health. Therefore schools should be able to increase physical activity every day for at least 30 minutes, improve the nutritional quality of food provided at ECE and provide high-quality health education such as nutrition and exercise for physical abilities. 37 Many studies reveal about the prevention of childhood obesity. In addition, studies of childhood obesity are also developing, relating to conditions and other aspects, such as children's rights, physical activity, diet, education, economy, and other social aspects. For studies related to education, the study of childhood obesity discusses the role of school, physical activity, and motor skills. Unfortunately, studies related to the motor skills of obese children have not explained the condition of the teacher that has an important role in the school. Therefore this study will reveal the condition of teachers in the study of gross motor abilities of obese children. The results of this study can be used as a study and led to recommendations for the role of schools in dealing with early childhood obesity regarding the problem of handling obesity children generally, and specifically the gross motor abilities of children.

METHOD
The research aimed to explore the phenomenological experience of kindergarten teachers of teaching gross motor skills to obese children. A qualitative with the phenomenological approach was used in this study. The type of phenomenology which is applied is transcendental which is developed by Moustakas. 38 The participants consisted of 9 teachers in this study. They were female teachers. The teachers were selected from 6 kindergartens in the Yogyakarta district. Data of 6 kindergartens selected from my colleague who has done research related to the theme of childhood obesity. The major eligibility criterion for the participant was being kindergarten teachers who have experienced teaching with obese children. Finally, they were required to have at least one year of experience. In addition, the researcher provided participants with a full explanation of the study then all participants were asked to sign informed consent. A semi-structured interview was used. Interview questions were mainly related to the teacher's experience in improving children's obese gross motor skills. The process of the interviews, probes and follow-up questions were added in this study. Specific questions also were added in response to developing topic. Teachers were interviewed individually with separate times and interviewed took approximately one hour and a half. All interviews were digitally recorded to capture the meaning of the experiences and to provide an accurate detailed account of the interview process.
Data were analyzed by the Moustakas model. The steps outline the Moustakas model were followed: (a) Epoche, (b) phenomenological reduction, (c) imaginative variation, (d) synthesis. 39 Upon obtaining an interview transcriptions and using verbatim expressions, the researcher "horizonalized" the data around teacher's experiences of gross motor skill with obese children. The process initially involved a recording of every expression as having equal value to understanding the experience. Next, i reduced the data by eliminating all expressions that appeared irrelevant or repetitive. I reflected on such universal structural themes, to determine how the teacher's experience came to be and created a structural description of the experience. The validation technique in this study was such as triangulation and memberchecking.Therefore, textural descriptions were shared with participants to check for accuracy and validate the interpreted data.Then, in order to ensure the reliability of the study, the collection and analysis of data followed the procedure as described in the previous data collection and analysis section.

FINDING
This section presents how kindergarten teachers responded to the interview questions. In responding to the interview, the teachers revealed their experiences in teaching gross motor for children with obesity. Four themes emerged from an analysis of the interview, including (1) positive perception, (2) flexibility, (3) diverse role, and (4) barrier. Each theme is discussed together with the verbatim quote. Supporting Quote "always be at the bottom, so it's not from far" (P9) "teacher must be able to motivate children" (P3) "I told him to go down like that" (P1) "I later reduce those related to gross motor" (P7) Barrier Key Consept Child interest Resource and curriculum Parental involvement Lack of knowledge Supporting Quote "there is a fetter that makes him to be passive" (P2) "No, specifically for obesity it is not yet" (P6) "mom, don't over restrain the wishes of children" (P8) "I want something that might be able to create an activity that motivates children to enjoy moving" (P5)

Positive perception
All teachers have a positive perception of obese children with gross motor skills. The teacher felt no difference between obese or not obese children. The teacher believes that having love will make the teacher confident to help children improving gross motor skills. The teacher believes that obese children have good gross motor skills as long as the child is trained through activities that support his gross motor skills. The teacher also believes that the child will experience fundamental changes in gross motor skills especially the curve of the body. The teacher's positive perception is reinforced by the teacher's feelings. The teacher feels happy to teach the gross motor skill of obese children. In addition, the teacher feels pity when seeing the children doing gross motor activities at school, so teachers intend and try to help children when children have difficulties. The teacher stated High concern is also shared by the teacher when teaching gross motor skills. Teachers feel pity for the gross motor skills of obese children during physical activities. This attitude encourages teachers to help children improve gross motor skills. In addition, teachers also have the patience to teach gross motor skills.
... seeing obese children feel pity for them if they are too big, I see for myself that obese children if the road is too long, to move for too long, meaning to carry out any

Flexibility
The teacher's experience of the gross motor skill of obese children is flexible teaching. Teachers' flexible response to obese children due to empathy teachers see the gross motor skill of obese children is low. Children are often unable to continue their activities by asking the teacher. These conditions make teachers reduce the targets in gross motor activities of obese children. The teacher expressed that they feel it is enough if the obese children are willing to do so even though his gross motor activities are not completed and his skill is not perfect. The teacher also does not to force the children to be able to the ability of their friends: He joined, but then, just a little, then not finished….., maybe he wants to be like the others because he is tired. Once or twice I told them to come back again. After a long time, it's okay. (P1) The teacher believes that flexibility in teaching is a good way. The teacher does not dare to force the child to do the same gross motor activities as his friends, because the teacher feels that forcing obese children to have gross motor skills like his friends will affect his mental health. Other teachers said that a teacher must be able to understand the obesity condition of children who have an impact on gross motor skills. That is a drawback for children. The teacher also believes that the children have skills in other fields. The teacher talked When he can do it, why don't I try, but I don't force him, afraid of phobias, I feel bad too, he did not dare, because he was afraid to fall, he did not want to walk in boardwalk.. …..If a child is fat, like that, we must be able to understand. When we measure in jumping he might not be agile, that might be a drawback, its ok, but there are other skills. He can or may not be able to, the only possible drawback in a gross motor like that. (P3) The flexibility of gross motor teaching is also applied in practical teachers to improve gross motor skills. The teacher has many flexibility methods that have been done for obese children. For example physical play, activities outside the classroom, specific gross motor activities, the addition of other activities, and gross motor race activities. The teacher states when playing physically. I say one for example children playing physical activities. I made him confident .... for example when it comes to playing, playing outside is included in gross motor skills ...

like for example gliding, it's a child whose body is big that he has difficulty when sliding, just to ride "bug bug bug" like that. he felt "well what if I fall" so I made the child confident so he wouldn't fall .... I teach by little like for example upon the stairs, from the stairs one to the top two stairs ... it also needs a struggle. (P8)
The next method used by the teacher to teach gross motor children is obesity by doing activities outside the classroom and specific gross motor activities. For activities outside the classroom is an activity initiated by the teacher in giving special attention to obese children. Children are invited according to the teacher's instructions in outside activities. While specific gross motor activities, teachers only carry out certain activities in gross motor skills such as hanging, climbing, kicking, walking, running, and so on. The teacher expressed The last method used is the teacher provides additional activities to obese children and conducts gross motor contest. This additional activity in the form of physical activity initiated by the teacher to the child to carry out activities outside of gross motor learning in the classroom. Whereas gross motor racing activities are types of activities carried out to increase children's motivation in gross motor activities because according to teachers obese children have low motivation for physical motor activities. Gymnastics activities that become routines have not had a big effect on children. To improve gross motor skills, the teacher gives an increase gradually physical activities. This method is done based on the interests and desires of children. The teacher does not want the achievement of physical motor activities to be per other friends. By giving little by little, the teacher will also be easier to observe the child's motor development.
.... this week we want to take the assessment of children running while jumping, today choosing children to run, tomorrow their abilities are added, running while jumping like that, now one time when playing, we evaluate, observe the child, the child's jumping movements with his initiative. the third day, for example, we have not got the data yet, we need repetition, with other variations, running while jumping, playing games or something, accidentally. (P2)

Diverse role
Teachers have a varied role to improve the gross motor skill of obese children. These roles are assisting, motivator, educator, and coach. The role of the guide is done by the teacher when obese children do certain gross motor activities that require teacher assistant. The teacher also motivates children to have the courage to do motor activities because many students feel scared. Many teachers expressed that the gross motor activity of obese children is by the school curriculum for non-obese children. The teacher states that there is no physical learning activity specifically for obese children. So the teacher plays a role as an educator to increase gross motor skills of obese children by involving other activities, repetition of gross motor activities, and joining in a contest. One of the teachers said Oh no, it's still the same, at the most later when everything is finished, the obese child will be the most we repeat, only him at most twice, the maximum results are usually. Yeah, it's ok, there was a slight change. It's still different from the others…..contest of moving something, get used to it…..I told him to go down like that, so he wouldn't be lazy to walk. (P1) Many teachers explained revealed that gross motor activities carried out for obese children must be adjusted to the physical condition and health of the child so that it allows the gross motor activity to be reduced. The teacher also communicates with parents to increase physical activity while at home. I usually reduce it. I later reduce those related to gross motor skills. The others run or something, he walks. So it can't be the same as the others, the portion of activities that must drain energy. (P7) I asked, what was the activity at home, how was the child, then her mother told me, at her house she had a lot too, give her activities so that a lot of her activities, swimming pool, I had checked at the health center for consultation. (P1)

Barriers
Teachers experienced in improving gross motor skills with child obesity through a few barriers. The most barriers to which were child motivation and interest. The teacher stated that motor activities are indeed not interesting. For example, inviting to play related to running. The child chose to sit. This low motivation is influenced by the child's fear and tiredness.

Teacher said
In general, when carrying out gross motor activities, children who are overweight, children have imagined first, I can do anything or not, he compared with his friends. (P8) .... release his laziness, and fear, .... basically an obese child, like there is a fetter that makes him passive, and decided to look instead of doing. (P2) ... he does not want to, .. even though I want to "come on if you try it will work", yes it is the child's will. I guess, quickly tired just carrying his weight (P4) Resource and curriculum also become a barrier to the teaching of obese children. Most teachers expressed that there is no specific curriculum or program for obese children. this is influenced by the relatively small number of obese children. The teacher said:

No, specifically for obesity it is not yet. Because so far it's not too big, it hasn't come to a very specific thought. Yes, it is only the class teachers who may have obesity classes. The class teacher who tried to pay more attention. (P6)
Parental involvement is also a challenge for teachers. The teacher has felt that parental involvement in regulating nutrition and physical activity at home is still lacking. The teacher communicates to parents so that there is special attention, especially the addition of physical activity at home. The teacher hopes parents take the role of reducing weight and increasing gross motor skills. The teacher states Mom, please about food. children should concern their food but don't overdo it. Sometimes I say also for clarita especially, mom, don't over restrain the wishes of children. The child doesn't automatically want to move. Just move a little scared of him. (P8) The child's response when the teacher teaches gross motor cause variations in refusal to do activities, so the teacher needs to have the creativity of initiation in handling children's responses and helping children in the gross motor activities. The teacher feels this challenge has become the teacher's job as an educator. The teacher talked If he cries, he doesn't want to do it, but even though he is motivated, he doesn't want to, when the child doesn't want to, then we cry like that, that's sulking, how can we seduce a child but not hurt the child and the child can want to do it. (P3) The teacher feels like to be creative to be able to design motor physical activities specifically for obese children. For teachers, teaching the gross motor skills of obese children is not easy. Teachers need to have the initiative in dealing with children and provide an interesting activity for obese children. The most common challenge felt by teachers is the lack of knowledge about how to provide activities that are suitable for obese children.
I want something that might be able to create an activity that motivates children to enjoy moving, the children also feel that moving is not a difficult thing, well maybe give a game that is fun for fat kids, maybe children like that are motivated to move but he is happy, does not feel compelled to move like that, so i can create a game that makes them happy and comfortable when playing it, well, the challenge I want is like that, children may be able to depend on their creative teacher. (P5).

DISCUSSION
This study investigated improving gross motor skills with obese children in the context of phenomenology, providing experience from the perspective of kindergarten teachers. There specific four emerged from this study: (1) positive perception, (2) flexibility, (3) diverse role, (4) barriers.
One theme that emerged from this study was positive perception. The teacher feels joyful, patient, and motivated by obese children, which is different from other research that mother and teacher perceptions about obesity tend to be negative because obesity is not a serious problem. 40 Our study reveals strong teacher belief to effort improving gross motor skills with daily physical activity inside and outside the classroom. With teachers has a positive perception, these things may have significant implications for obese children particularly for gross motor skills. Further research should be conducted to quantitatively examine the impact of these perceptions in a large population.
The next significant finding in this research was that the teachers reduce the targets in gross motor activities of obese children. The finding may support the result of previous studies that teachers do not significantly influence children's physical activity. 41 This finding again reinforced the research finding that teachers do not feel intervention should take place at the preschool level. 42 This information could be used for future teacher training, about how to implement and promote physical activity for obese children at the preschool level.
There are many diverse roles that teachers play in improving the gross motor skills of obese children. This finding was approved by another study which suggested that teachers must have the creativity to provide more gross motor experience, including the creativity of a teacher's role such as motivation. The teacher's role as a motivator can provide significant changes to the child. 43 Even teacher perception expressed that movement prepares children for school and life by building children's confidence and social skill. 44 Commitment to foster creativity in the role of the teacher must be maintained for the gross motor skills of obese children increase. as a recommendation, there should be special teacher involvement to handle the motor physical fields for early childhood and even obese children. Because gross motor development is influenced by physical education that is served by experts in the motor physical field, thus it appears that structured practices and learning related to teacher's physical education are crucial in promoting the development of gross motor skills of children even at the preschool level. 45 There are barriers in this study that are faced by teachers such as child motivation and response, resources and curriculum. For resources and curriculum, barriers are caused by the relatively small quantity of obese children. On the other hand, the principal may not fully support the efforts to improve gross motor skills in obese children. This was confirmed from a survey of principals The current finding also identified teacher barriers experienced such as child motivation. Factor low motivation likely caused by child weight. This is an additional finding from some previous research findings which are categorized in individual characteristics such as gender, ethnicity, age, physical activity, physical fitness, and play. 47 These findings have an impact on the physical activity of obese children to be done selectively and the teacher is very careful in guarding children's feelings so they do not make negative or dangerous responses. Teachers need to provide physical education although gradually and slowly.Other studies also found several challenges faced by teachers. Finally, the teacher called for meaningful professional development programs. 48 Limitations of this research are the research methodology, the process of collecting and analyzing data. For research methodology, this study has a small sample because it only involves kindergartens located in the local area in Yogyakarta, not including other levels of early childhood education. Therefore, the results of this study do not attempt to generalize a conclusion but aim to add new scientific treasures to the increase in gross motor skills of obese children identified through teacher experience.
While the limitations of research on data retrieval and data analysis was the participants 'responses and the researchers' abilities. At the data collection stage, many participant expressions were deemed inappropriate in the testing and thematization process because the participant's response did not yet represent the purpose of the phenomenon exploration. In addition, many answers do not match the questions. This might be due to the participants' limited memory. Furthermore, the ability to capture the meaning of participant exploration is limited. This limitation is like many felt by qualitative researchers.

CONCLUSION Conclusion
The findings of this study reveal that the teacher's experience of teaching gross motor skills with obese children in kindergarten Yogyakarta is concluded in 4 themes: (1) Positive perception, this theme explains that teachers have positive perceptions of obese children including increasing gross motor skills. The teachers felt no difference between obese or not obese children, the teacher confident to improve children gross motor skills, the teachers understand that children's gross motor skills are low and the teacher felt pity to the children's gross motor skills with obesity. (2) Flexibility, this theme explains the gross motor teaching for flexible obese children. The teacher reduces gross motor activity when the child feels unable to do physical activity. The teachers do not force the child to the same physical activity with peers. The teachers have some method to improve gross motor skills such as physical play, outside activity, additional activity, gross motor specific instruction, gradually physical activities, and physical contest. (3) Diverse roles, this theme explains the role of teachers in improving the gross motor skills of obese children. The teacher acts as an assistant, motivator educator, and coach. This role is carried out in every physical activity both inside and outside the classroom. (4) Barriers, this theme explains how the challenges faced by the teacher. Teachers have challenges such as low child interest, resource and curriculum, parental involvement, and the lack of teacher knowledge.

Implication
The implication for the research was the addition of educational service policies that support the fulfillment of the needs of aspects of development and improvement of gross motor skills in obese children such as resources, curriculum, and external partners from health services. Also besides, teacher training programs about how to implement and promote physical activity for obese children at the preschool level. Finally, Future quantitative inquiry should be conducted to determine whether this study is present in a larger population and whether best practice intervention and effective teaching physical education for obese children at the preschool level.