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Effects of kinesiological activity on preschool children's motor abilities
S48 Analyse critique De l’avis des familles actives dans ce projet, deux éléments reviennent régulièrement : l’enfant gagne en confiance en lui et les moments de connivence vécus procurent un très grand plaisir. Conclusions L’école du mouvement veut donner l’envie de bouger à tous les enfants quels que soient leur niveau personnel et leurs attentes et surtout donner un sens à ces activités motrices. Mots clés Psychomotricité ; Plaisir ; Santé Déclaration d’intérêts Les auteurs n’ont pas transmis de déclarations de conflits d’intérêts. http://dx.doi.org/10.1016/j.scispo.2014.08.094 S5-5
Physical activity with agility motor development for children ages 6—10 P.V. João 1,2,∗ , I. Simões 1 , L. Alves 1 , L. Santos 1 , A. Pereira 2,3 , M.P. Mota 1,2 1 Department of Sport Sciences, Exercise, and Health, University of Trás-os-Montes and Alto Douro, Portugal 2 Research Center for Sports Sciences, Health, and Human Development, Portugal 3 Polytechnic Institute of Setubal, Portugal ∗ Corresponding author. Introduction Agility is an important characteristic of motor development quality needed to maintain and control body position while changing direction [1]. Agility refers to physical coordination, speed, and balance skills. This fundamental quality should be systematically developed in children, as the current increase in sedentary behaviors appears to be linked to a degradation of the level of such skills in youth in recent years [2]. The aim of the present study was to improve agility in a group of children involved in volleyball activities. Experience The sample comprised 20 children (6—10 years old) and followed the activities proposed by one volleyball club. We used the Body Coordination Test for Children (KTK) composed of four tasks: catching balance (dynamic balance); moving across the floor in 20 seconds by stepping from one plate to the next, transferring the first plate (strength of the lower limbs); lateral jumps (speed); transfer platforms (space—time structure and laterality). Over the course of six months, the children performed a battery of exercises that included the three agility components mentioned above. The children participated in three training sessions weekly lasting approximately 20 minutes each. During these activities, two kinds of exercises were alternately performed. As a result, at the end of each month, training in the different agility components accounted for approximately 3 to 4.5 hours. At the beginning, children performed the exercises without using a ball, but we progressively proposed more-complex drills and situations including balls. All exercises in the battery of tests for the KTK have been measured with pre- and post-tests. Critical analysis The improvement of agility is very complex. It requires specific forms of activities adapted to the characteristics of each child. A regular progression of task complexity appears to represent an important factor for the achievement of coordination in children. Conclusion The present study led to a significant proposal considering the practical application of all exercises for use by physical educators and coaches. Keywords Children; Agility; Volleyball; Coordination Disclosure of interest The authors have not supplied their declaration of conflict of interest. References [1] Miller, et al. The effects of a 6-week plyometric training program on agility. J Sports Sci Med 2006;5:459—65.
Session 5 — Children’s motor development and assessment [2] Heyters, et al. Présentation de l’analyse du « Baromètre de la Condition physique » en 2004. Clés pour la forme 2004;7:2—10. http://dx.doi.org/10.1016/j.scispo.2014.08.095 S5-6
Effects of kinesiological activity on preschool children’s motor abilities Z. Krneta ∗ , P. Drid , D. Jaksic , G. Bala , M. Stojanovic , S. Ostojic Faculty of Sport and Physical Education, University of Novi Sad, Serbia ∗ Corresponding author. Introduction Physical activity and motor skills acquisition play a key role in childhood development especially during the preschool period [1]. Previous studies have confirmed the effect of kinesiological activity on the children’s motor abilities [2,3]. The purpose of this study was to evaluate the effects of additional kinesiological treatment on motor abilities in preschool children. Methods An experimental treatment was carried out on a sample of 70 preschool boys (6.10 ± 1.24 years) by applying kinesiological activities. The 60-minute treatment was applied over a period of one school year (9 months), twice a week. The experimental treatment was saturated with many skills, balance and agility-based drills. Means of exercising to develop and improve co-ordination, timing, agility, balance, speed, flexibility, strength, endurance, cardiovascular recovery, speed of solving complex motor problems, etc.: perceptual-motor activities, creative movements, rhythms and dances, stunts, tumbling, and apparatus activities, running, jumping, throwing, games and basic elements of team sports. This variety of movement raises interest in preschool children for kinesiological activity. A control group of 41 boys (5.60 ± 0.54 years) were trained according to the regular program for preschool institutions. Treatment effects were assessed by 10 motor ability tests: Obstacle course backwards, Arm plate tapping, Seated straddle stretch, One-leg test, Crossed-arm sit-ups, Bent-arm hang, Standing broad jump, Speed of simple movements, Darts and 20-meter run. Results The significant differences between the groups were observed, demonstrating positive impact of kinesiological treatment on motor development. The most significant effect of experimental treatment was the improvement in explosive strength (Standing broad jump) and flexibility (Seated straddle stretch) of preschool boys. Conclusion These findings, obtained only in one school year, point to the importance of physical exercise and the application of additional kinesiological activities with various modalities, to improve motor development. The effects of the perennial application of kinesiology activities could be beneficial and could form the basis for a better biological and motor development in old age. Keywords Physical exercise; Preschool boys; Motor development Disclosure of interest The authors have not supplied their declaration of conflict of interest. References [1] Roth, et al. Prevention through Activity in Kindergarten Trial (PAKT): a cluster randomised controlled trial to assess the effects of an activity intervention in preschool children. BMC Public Health 2010;10:410. [2] Bala, et al. Effects of kindergarten period on school readiness and motor abilities. Coll Antropol 2010;34(1):61—7. [3] Kati´ c, et al. Effect of 6-month athletic training on motor abilities in seven-year-old schoolgirls. Coll Antropol 2002;26: 533—8. http://dx.doi.org/10.1016/j.scispo.2014.08.096
Physical activity with agility motor development for children ages 6—10 P.V. João 1,2,∗ , I. Simões 1 , L. Alves 1 , L. Santos 1 , A. Pereira 2,3 , M.P. Mota 1,2 1 Department of Sport Sciences, Exercise, and Health, University of Trás-os-Montes and Alto Douro, Portugal 2 Research Center for Sports Sciences, Health, and Human Development, Portugal 3 Polytechnic Institute of Setubal, Portugal ∗ Corresponding author. Introduction Agility is an important characteristic of motor development quality needed to maintain and control body position while changing direction [1]. Agility refers to physical coordination, speed, and balance skills. This fundamental quality should be systematically developed in children, as the current increase in sedentary behaviors appears to be linked to a degradation of the level of such skills in youth in recent years [2]. The aim of the present study was to improve agility in a group of children involved in volleyball activities. Experience The sample comprised 20 children (6—10 years old) and followed the activities proposed by one volleyball club. We used the Body Coordination Test for Children (KTK) composed of four tasks: catching balance (dynamic balance); moving across the floor in 20 seconds by stepping from one plate to the next, transferring the first plate (strength of the lower limbs); lateral jumps (speed); transfer platforms (space—time structure and laterality). Over the course of six months, the children performed a battery of exercises that included the three agility components mentioned above. The children participated in three training sessions weekly lasting approximately 20 minutes each. During these activities, two kinds of exercises were alternately performed. As a result, at the end of each month, training in the different agility components accounted for approximately 3 to 4.5 hours. At the beginning, children performed the exercises without using a ball, but we progressively proposed more-complex drills and situations including balls. All exercises in the battery of tests for the KTK have been measured with pre- and post-tests. Critical analysis The improvement of agility is very complex. It requires specific forms of activities adapted to the characteristics of each child. A regular progression of task complexity appears to represent an important factor for the achievement of coordination in children. Conclusion The present study led to a significant proposal considering the practical application of all exercises for use by physical educators and coaches. Keywords Children; Agility; Volleyball; Coordination Disclosure of interest The authors have not supplied their declaration of conflict of interest. References [1] Miller, et al. The effects of a 6-week plyometric training program on agility. J Sports Sci Med 2006;5:459—65.
Session 5 — Children’s motor development and assessment [2] Heyters, et al. Présentation de l’analyse du « Baromètre de la Condition physique » en 2004. Clés pour la forme 2004;7:2—10. http://dx.doi.org/10.1016/j.scispo.2014.08.095 S5-6
Effects of kinesiological activity on preschool children’s motor abilities Z. Krneta ∗ , P. Drid , D. Jaksic , G. Bala , M. Stojanovic , S. Ostojic Faculty of Sport and Physical Education, University of Novi Sad, Serbia ∗ Corresponding author. Introduction Physical activity and motor skills acquisition play a key role in childhood development especially during the preschool period [1]. Previous studies have confirmed the effect of kinesiological activity on the children’s motor abilities [2,3]. The purpose of this study was to evaluate the effects of additional kinesiological treatment on motor abilities in preschool children. Methods An experimental treatment was carried out on a sample of 70 preschool boys (6.10 ± 1.24 years) by applying kinesiological activities. The 60-minute treatment was applied over a period of one school year (9 months), twice a week. The experimental treatment was saturated with many skills, balance and agility-based drills. Means of exercising to develop and improve co-ordination, timing, agility, balance, speed, flexibility, strength, endurance, cardiovascular recovery, speed of solving complex motor problems, etc.: perceptual-motor activities, creative movements, rhythms and dances, stunts, tumbling, and apparatus activities, running, jumping, throwing, games and basic elements of team sports. This variety of movement raises interest in preschool children for kinesiological activity. A control group of 41 boys (5.60 ± 0.54 years) were trained according to the regular program for preschool institutions. Treatment effects were assessed by 10 motor ability tests: Obstacle course backwards, Arm plate tapping, Seated straddle stretch, One-leg test, Crossed-arm sit-ups, Bent-arm hang, Standing broad jump, Speed of simple movements, Darts and 20-meter run. Results The significant differences between the groups were observed, demonstrating positive impact of kinesiological treatment on motor development. The most significant effect of experimental treatment was the improvement in explosive strength (Standing broad jump) and flexibility (Seated straddle stretch) of preschool boys. Conclusion These findings, obtained only in one school year, point to the importance of physical exercise and the application of additional kinesiological activities with various modalities, to improve motor development. The effects of the perennial application of kinesiology activities could be beneficial and could form the basis for a better biological and motor development in old age. Keywords Physical exercise; Preschool boys; Motor development Disclosure of interest The authors have not supplied their declaration of conflict of interest. References [1] Roth, et al. Prevention through Activity in Kindergarten Trial (PAKT): a cluster randomised controlled trial to assess the effects of an activity intervention in preschool children. BMC Public Health 2010;10:410. [2] Bala, et al. Effects of kindergarten period on school readiness and motor abilities. Coll Antropol 2010;34(1):61—7. [3] Kati´ c, et al. Effect of 6-month athletic training on motor abilities in seven-year-old schoolgirls. Coll Antropol 2002;26: 533—8. http://dx.doi.org/10.1016/j.scispo.2014.08.096