This research focuses on how physical movements can be used as a tool to coordinate children's senses of rhythm. Rhythm is an inborn behavior to every child; therefore, everybody has endless potential on their metrical learning. In this research, the researcher revealed how physical movements can inspire children's potential sense of metric and how students can get the compatibility between sporty physical movements and metrical concepts.

The study was conducted with two hundred primary school 3^rd and 4^th grade students from ten primary schools in Macau, China. These two hundred 3^rd and 4^th grade students had the same age level in their groups, same music syllabus and have equally same music training at their grade of school. The two equal groups will be divided from the two hundred students, which one of them having different activities of body movements in their grade at school, and the other without. The activities and games included the simple rhythm of tapping, stamping, mirroring, shadowing, rolling balls and bouncing balls. As well, the rhythmic games which involved marching, crawling, flying, skipping and tip-toeing were all included in the experiment. The experiments consisted two parts which were "body movement section"and "rhythm section". The two hundred participants were equally given the pre-test and post-test as factors of progress of the research and the researcher then compared with the differences of the two tests of the two groups before and after the experiment to ses if there were any progress in their rhythmical learning.

The study lasted two months and consisted of three stages: observation, comparison, and analysis. The author observed and compared the two groups of students, and analyzed the results and found out that the two groups demonstrated obvious differences in their degree of progress in their metrical learning.