Longitudinal Changes Of Kindergarten Children’s Physical Fitness In Japan Across Three Years

Abstract

PURPOSE: The physical fitness of Japanese children has shown a downward trend after its peaking after 1985. Because of implementing various fitness programs, it has been increasing since 2007, but it has not yet recovered to the previous level. Bipolarization in fitness has also been identified as a new issue. Therefore, it is imperative to promote efforts that lead to increased children's health and fitness status. The purpose of this study, therefore, was to examine the longitudinal changes in health-related physical fitness to inform future intervention programs aimed at improving children's fitness. METHODS: A total of 273 kindergarten children(boys:138, girls:135, Mean age =4.6) were analyzed. Height and weight, and physical fitness(25m run, standing long jump, ball throw, body support continuation time, both feet consecutive jump time, ball catch) were measured for 3 consecutive years. The longitudinal changes were analyzed by paired t-tests. The statistical significance level was 5%. RESULTS: All of children’s fitness outcomes improved significantly as they aged for both boys and girls. From 3 years old to 4 years old, boys and girls showed significant improvements in 25m run(-2.6+0.2 vs. -1.1+0.1, t=-5.47, p<0.05, -3.0+0.2 vs. -1.0+0.1, t=-8.36, p<0.05) and standing long jump(26.8+2.1 vs. 20.3+1.5, t=2.15, p<0.05, 26.2+1.8 vs. 17.8+1.3, t=3.17, p<0.05). Girls increased in height(6.9+0.1 vs. 6.3+0.1, t=2.92, p<0.05) and improved both feet consecutive jump time(-2.1+0.3 vs. -1.2+0.2, t=-2.64, p<0.05). From 4 to 5 years old, the boys' ball throw and body support continuation time improved significantly. Yet, there was no differences in the amount of changes in weight and ball catch between boys and girls. CONCLUSION: Children’s fitness in early childhood was highly correlated with physical development. However, the time of improvement was quite different. Therefore, although it is not necessary to train children based on physical fitness factors, we may consider age and gender differences in physical fitness while planning intervention programs in kindergarten children.