Influence of a physical education plan on psychomotor development profiles of preschool children

  1. Costa, Hélder José Teixeira
  2. Abelairas Gómez, Cristian
  3. Arufe Giráldez, Víctor
  4. Pazos Couto, José María
  5. Barcala Furelos, Roberto J.
Zeitschrift:
Journal of Human Sport and Exercise: JHSE

ISSN: 1988-5202

Datum der Publikation: 2015

Ausgabe: 10

Nummer: 1

Seiten: 126-140

Art: Artikel

DOI: 10.14198/JHSE.2015.101.11 DIALNET GOOGLE SCHOLAR lock_openRUA editor

Andere Publikationen in: Journal of Human Sport and Exercise: JHSE

Ziele für nachhaltige Entwicklung

Zusammenfassung

Este estudio tuvo como objetivo investigar la influencia de la educación física estructurada sobre el desarrollo psicomotor de 3 a 5 años de edad, los niños en edad preescolar. La muestra estuvo constituida por 324 estudiantes de ambos sexos (3 a 5 años de edad) de 9 clases de jardín de infantes públicos en Porto, Portugal. Una batería de pruebas psicomotoras (pre-test) se utilizó para evaluar los perfiles de desarrollo psicomotor de los estudiantes. La muestra se dividió en 2 grupos: un grupo experimental (162 alumnos) y un grupo control (162 estudiantes). Educación Física (PE) los profesores utiliza un plan de educación física de 24 semanas estructurada en el grupo experimental. Después de la finalización del plan, la misma batería de pruebas (post-test) se ha ejecutado en tanto resultado acepta grupos fue que ambos grupos aumentaron sus perfiles psicomotrices; Sin embargo, este crecimiento fue siempre estadísticamente mayor en el grupo experimental (en todas las edades y en todas las variables analizadas p <0,001 - Figura 3 y la Tabla 1, 2). No hubo desviaciones significativas relacionadas con el sexo (p> 0,05). La educación física estructurada es importante para el desarrollo psicomotriz de los niños en edad preescolar. El impacto de la actividad física en la interacción de los niños con el mundo exterior se demostró, a través de su desarrollo general motivado por las clases de educación física estructurada.

Bibliographische Referenzen

  • Andrade C., Neto C., & Ducharne, M. (2008). Auto-percepção de competência, percepção da Educadora e CompetênciaMotoraemcrianças de 5 anos (Self-perceived competence, perception of Educator and Motor Skill in 5 year-old children). In Catela, D., and Barreiros, J. (Eds). EstudosemDesenvolvimento Motor da Criança (Studies in Motor Development of Children). Rio Maior: ESDRM Editions.
  • Becker, D.R., McClelland, M.M., Loprinzi, P., & Trost, S.G. (2014). Physical activity, self-regulation, and early academic achievement in preschool children. Early Education and Development, 25(1), pp.56-70.
  • Buck, S.M., Hillman, C.H., & Castelli, D.M. (2008). The relation of aerobic fitness to stroop task performance in preadolescent children. Medicine & Science in Sports & Exercise, 40(1), pp.166-172.
  • Budde, H., Voelcker-Rehage, C., Pietraßyk-Kendziorra, S., Ribeiro, P., & Tidow, G., (2008). Acute coordinative exercise improves attentional performance in adolescents. Neuroscience Letters. 441(2), pp.219-223.
  • Bundy, A.C., Naughton, G., Tranter, P., Wyver, S., Baur, L., Schiller, W.,. Brentnall, J. (2011). The Sydney playground project: Popping the bubblewrap-unleashing the power of play: A cluster randomized controlled trial of a primary school playground-based intervention aiming to increase children's physical activity and social skills. BMC Public Health, 11.
  • Cardeal, C.M., Pereira, L.A., Silva, P.F., & França, N.M. (2013). Effect of school-based motor stimulation intervention on executive function and attention performance in children. Motricidade, 9(3), pp.44-56.
  • Carlson, S.A., Fulton, J.E., Lee, S.M., Maynard, L.M., Brown, D.R., Kohl, H.W., & Dietz, W.H. (2008). Physical education and academic achievement in elementary school: data from the Early Childhood Longitudinal Study. American Journal of Public Health, 98(4), pp.721-727.
  • Castelli, D.M., Hillman, C.H., Buck, S.M., & Erwin, H.E. (2007). Physical fitness and academic achievement in third- and fifth-grade students. Journal of Sport & Exercise Psychology, 29(2), pp.239-252.
  • Chaddock, L. (2012). The effects of Physical Activity on the Brain and Cognition During Childhood. (Doctoral dissertation). University of Illinois at Urbana-Champaingn, 1 and 2, US.
  • Chaddock, L., Hillman, C.H., Buck, S.M., & Cohen, N.J. (2011). Aerobic fitness and executive control of relational memory in preadolescent children. Medicine & Science in Sports & Exercise, 43(2), pp.344-349.
  • Chaddock-Heyman, L., Erickson, K.I., Voss, M.W., Knecht, A.M., Pontifex, M.B., Castelli, D.M., Kramer, A.F. (2013). The effects of physical activity on functional MRI activation associated with cognitive control in children: A randomized controlled intervention. Frontiers in Human Neuroscience, 7, pp.72.
  • Chomitz, V.R., Slining, M.M., McGowan, R.J., Mitchell, S.E., Dawson, G.F., & Hacker, K.A. (2009). Is there a relationship between physical fitness and academic achievement? Positive results from public school children in the northeastern United States. Journal of School Health, 79(1), pp.30-37.
  • Coe, D.P., Pivarnik, J.M., Womack, C.J., Reeves, M.J., & Malina, R.M. (2006). Effect of physical education and activity levels on academic achievement in children. Medicine & Science in Sports & Exercise, 38(8), pp.1515-1519.
  • Cohen, K.E., Morgan, P.J., Plotnikoff, R.C., Callister, R., & Lubans, D.R. (2014). Fundamental movement skills and physical activity among children living in low-income communities: A crosssectional study. International Journal of Behavioral Nutrition and Physical Activity, 11(1).
  • Cools, W., Martelaer, K., Samaey, C., & Andries, C. (2009). Movement skill assessment of typically developing preschool children: A review of seven movement skill assessment tools. Journal of Sports Science and Medicine, 8, pp.154-168.
  • Datar, A., Sturm, R., & Magnabosco, J.L. (2004). Childhood overweight and academic performance: national study of kindergartners and first-graders. Obesity Reviews, 12(1), pp.58-68.
  • Della Valle, J., Dunn, R., Geisert, G., Sinatra, R., & Zenhausern, R., (1986). The effects of matching and mismatching students' mobility preferences on recognition and memory tasks. The Journal of Educational Research, 79(5), pp.267-272.
  • Dexter, T., (1999). Relationships between sport knowledge, sport performance and academic ability: empirical evidence from GCSE Physical Education. Journal of Sports Sciences, 17(4), pp.283-295.
  • Ericsson, I., (2008). Motor skills, attention and academic achievements: an intervention study in school years 1-3. British Educational Research Journa, 34(3), pp.301-313.
  • Favazza, P.C., Siperstein, G.N., Zeisel, S.A., Odom, S.L., Sideris, J.H., & Moskowitz, A.L. (2013). Young athletes program: Impact on motor development. Adapted Physical Activity Quarterly, 30(3), pp.235-253.
  • Fisher, A., Reilly, J., Kelly, L., Montgomery, C., Williamson, A., & Paton, J. (2005).Fundamental movement skills and habitual physical activity in young children. Medicine and Science in Sports and Exercise, 37(4), pp.684-688.
  • Gallahue, D., & Donnely, F. (2003). Developmental physical education for all children. Champaign: Human Kinetics.
  • Goodway, J.D., Famelia, R., & Bakhtiar, S. (2014). Future directions in physical education & sport: Developing fundamental motor competence in the early years is paramount to lifelong physical activity. Asian Social Science, 10(5), pp.44-54.
  • Goodway, J.D., & Branta, C.F. (2003). Influence of a motor skill intervention on fundamental motor skill development of disadvantaged preschool children. Research Quarterly for Exercise and Sport, 74(1), pp.36-46.
  • Goodway, J., Rudisill, M., & Valentini, N. (2002).The influence of instruction on the development of catching in young children. In J. E. Clark and J. Humphrey (Eds.), Motor development: research and reviews (Vol. 2). Reston: NASPE Publication.
  • Guthold, R., Cowan, M.J., Autenrieth, C.S., Kann, L., & Riley, L.M. (2010). Physical activity and sedentary behavior among schoolchildren: A 34-country comparison. Journal of Pediatrics, 157(1), pp.43-49.
  • Rogers, E.J., & Harvey, G.L. (2012). Students and school-based physical activity: Select analyses. Hardcover: Physical Fitness, Diet and Exercise.
  • Heitzler, C.D., Martin, S.L., Duke, J., & Huhman, M. (2006). Correlates of physical activity in a national sample of children aged 9-13 years. Preventive Medicine, 42(4), pp.254-260.
  • Ismail, A.H., (1968). The effects of a well-organized physical education program on intellectual performance. Res. Phys. Educ., 52(1), pp.31-38.
  • Le Boulch, J. (1981). La educacion por el movimiento en la edad escolar (The Movement in Education by School Age). Spanish: PaidosIberica Editions.
  • Li, Y., Dai, Q., Jackson, J.C., & Zhang, J. (2008). Overweight is associated with decreased cognitive functioning among school-age children and adolescents. Obesity, 16(8), pp.1809-1815.
  • Lopes, V.P. (1997). Análise dos Efeitos de dois Programas Distintos de Educação físicana Expressão da Aptidão Física, Coordenação e Habilidades Motorasem Crianças do Ensin oPrimário (Analysis of the Effects of Two Different Programs in Physical Education Expression of Physical Fitness, Coordination, and Motor Skills in Children Primary School). Doctoral dissertation. FCDEF -University of Porto, Porto, Portugal.
  • Lubans, D.R., Morgan, P.J., Cliff, D.P., Barnett, L.M., & Okely, A.D. (2010). Fundamental movement skills in children and adolescents: Review of associated health benefits. Sports Medicine, 40(12), pp.1019-1035.
  • McKenzie, T.L., & Kahan, D. (2008). Physical activity, public health, and elementary schools. Elementary School Journal, 108(3), pp.171-180.
  • Maeda, J.K., & Randall, L.M. (2003). Can academic success come from five minutes of physical activity? Brock Education Journal, 13(1), pp.14-22.
  • Mahar, M.T., Murphy, S.K., Rowe, D.A., Golden, J., Shields, A.T., & Raedeke, T.D. (2006). Effects of a classroom-based program on physical activity and on-task behavior. Medicine Science Sports Exercise, 38(12), pp.2086-2094.
  • Martin, E.H, Rudisill, M.E., & Hastie P.A. (2009). Motivational climate and fundamental motor skill performance in a naturalistic physical education setting. Physical Education and Sport Pedagogy, 14(3), pp.227-240.
  • McCormick, C.C., Schnobrich, J.N., Footlik, S.W., & Poetker, B., (1968). Improvement in reading achievement through perceptual-motor training. Research Quarterly for Exercise & Sport, 39(3), pp.627-633.
  • Neto, C. (2009). Aimportância do Brincar no Desenvolvimento da Criança: Uma PerspectivaEcológica (The Importance of Play in Child Development: An Ecological Perspective). In: Condessa, I. (Eds.), (Re) Aprender a Brincar - da especificidade à diversidade (Re) Learning to Play - specificity for diversity). Ponta Delgada: University of Açores.
  • Norlander, T., Moas, L., & Archer, T. (2005). Noise and stress in primary and secondary school children: noise reduction and increased concentration ability through a short but regular exercise and relaxation program. School Effectiveness and School Improvement, 16(1), pp.91-99.
  • Oliveira, G.C. (2008). AvaliaçãoPsicomotora. À luz da psicologia e da psicopedagogia (Psychomotor evaluation. In light of psychology and psychopedagogy) (6th ed.) Rio de Janeiro: Vozes.
  • Palma, M.S. (2008). O desenvolvimento de habilidadesmotoras e o engajamento de criançaspréescolaresemdiferentescontextos de jogo (The development of motor skills and engagement of preschool children in different contexts game). Doctoral dissertation, University of Minho, Braga, Portugal.
  • Pate, R.R., Wang, C.Y., Dowda, M., Farrell, S.W., & O'Neill, J.R. (2006). Cardiorespiratory fitness levels among US youth 12 to 19 years of age: findings from the 1999-2002 National Health and Nutrition Examination Survey. Archives of Pediatrics and Adolescent Medicine, Med. 160(10), pp.1005-1012.
  • Picq, L., & Vayer, L.P. (1988). Educação Psicomotora e Retardo Mental, aplicaçãoaos diferentes tipos de inadaptação (Psychomotor Education and Mental Retardation, application to different types of inadaptation).São Paulo: ManoleLtda Editor.
  • Pollatou, E., Katamidou, K., & Gerodimus, V. (2005). Gender differences in musical aptitude, rhythmic ability and motor performance in preschool children. Early child development and care, 175(4), pp.361-369.
  • Rasberry, C.N., Lee, S.M., Robin L., Laris, B.A., Rusell, L.A., Coyle, K.K., & Nihiser, A.J. (2011). The association between school-based physical activity, including physical education, and academic performance: A systematic review of the literature. Preventive Medicine, 52(1), pp.10-20.
  • Robinson, L.E., Rudisill, M.E.,& Goodway, J.D. (2009).Instructional climates in preschool children who are at-risk. Part II: Perceived physical competence. Research quarterly for exercise and sport, 80(3), pp.543-551.
  • Robinson, E. (2011). Effect of a Mastery climate motor program on object control skills and perceived physical competence in preschoolers. Research Quarterly for Exercise and Sport, 82(2), pp.355-359.
  • Roberts, C.K., Freed, B., & McCarthy, W.J. (2010). Low aerobic fitness and obesity are associated with lower standardized test scores in children. Journal Pediatrics, 156(5), pp.711-718.
  • Shore, S.M., Sachs, M.L., Lidicker, J.R., Brett, S.N., Wright, A.R., & Libonati, J.R. (2008). Decreased scholastic achievement in overweight middle school students. Obesity, 16(7), pp.1535-1538.
  • Sibley, B.A., & Etnier, J.L. (2003). The relationship between physical activity and cognition in children: A meta-analysis. Pediatric Exercise Science, 15(3), pp.243-256.
  • Stagnitti, K., Malakellis, M., Kenna, R., Kershaw, B., Hoare, M., & de Silva-Sanigorski, A. (2011). Evaluating the feasibility, effectiveness and acceptability of an active play intervention for disadvantaged preschool children: A pilot study. Australian Journal of Early Childhood, 36(3), pp.66-72.
  • Stegelin, D.A., Anderson, D., Kemper, K., Wagner, J., & Evans, K. (2014). Exploring daily physical activity and nutrition patterns in early learning settings: Snapshots of young children in head start, primary, and after-school settings. Early Childhood Education Journal, 42(2), pp.133-142.
  • Stodden, D.F., Goodway, J.D., Langendorfer, S.J., Roberton, M.A., Rudisill, M.E., Garcia, C., & Garcia, L.E. (2008). A Developmental Perspective on the Role of Motor Skill Competence in Physical Activity: An Emergent Relationship. Quest, 60(2), pp.290-306.
  • Stone, E.J., Mckenzie, T.L., Welk, G.J., & Booth, M.L. (1998). Effects of physical activity interventions in youth: review and synthesis. American Journal of Preventive Medicine, 15(4), pp.298-315.
  • Stork, S., & Sanders, S.W. (2008).Physical education in early childhood. Elementary School Journal, 108(3), pp.197-206.
  • Thompson, R.W. (1996). Youth Sport Involvement in New Zealand: Issues, Images and Initiatives. FIEP Bulletin, l. 66(1), pp.22-34.
  • Timmons, B.W., Naylor, P.J., & Pfeiffer, K.A. (2007). Physical activity for preschool children - how much and how? Applied Physiology, Nutrition and Metabolism, 32(Suppl), pp. S122-S134.
  • Tomporowski, P.D., Davis, C.L., Miller, P.H., & Naglieri, J.A. (2008). Exercise and children's intelligence, cognition, and academic achievement. Education Psychology Review 20(2), pp.111-131.
  • Tremarche, P.V., Robinson, E.M., & Graham, L.B., (2007). Physical education and its effect on elementary testing results. Physics Education. 64, pp.58-64.
  • Trudeau, F., & Shephard, R.J. (2008). Physical education, school physical activity, school sports and academic performance. International Journal of Behavioral Nutrition and Physical Activity, 5, pp.5-10.
  • Tucker, P. (2008). The physical activity levels of preschool-aged children: A systematic review. Early Childhood Research Quarterly, 23(4), pp.547-558.
  • Valentini, N., & Rudisill, M.E. (2004). Contents motivational Climate, motor-skill development, and perceived competence: Two studies of developmentally delayed kindergarten children. Journal of Teaching in Physical Education, 23(3), pp.216-234.
  • Venetsanou, F., & Kambas, A. (2010). Environmental factors affecting preschooler's motor development. Early Childhood Education journal, 37(4), pp.319-327.
  • Wang, G.Y., Pereira, B., & Mota, J. (2005a). Indoor physical education measured by heart rate monitor: A case study in Portugal. The Journal of Sports Medicine and Physical Fitness, 45(2), pp.171-177.
  • Wang, G., Pereira, B., & Mota, J. (2005b). Young People, Physical Activity and Physical Fitness: A Case Study of Chinese and Portuguese Children. In: Hylton, K., Long, J. andFlintoff, A. (Eds.). Evaluating Sport and Active Leisure for Young People. UK: University of Brighton.
  • Yu, Z.B. (2010). Intelligence in relation to obesity: a systematic review and meta analysis. Obesity Reviews, 11(9), pp.656-670.