Abstract
The aim of the study was to examine the effects of the nine-month program of physical activity-oriented models on the motor status of children aged 6-7 years. A hypothetical research framework is based on the assumption that a specific programming model of physical activity, based upon social and constructionist approach, for a period of nine months will bring positive transformation effects on motor skills of preschool children. The survey was conducted on a sample of 128 children aged (MEAN±SD) 6.23 ± 0.88 years, who were not included in additional sports programs. The sample was divided into two sub-samples, experimental (N = 61) and control group (N = 67). The set of 12 motor tests was applied to test six hypothetic motor factors. Children included in experimental and control groups were subjected to nine months long physical activities programme five times per a week. Each organizational form of physical education for experimental group was 30% longer than the identical forms of physical activities planned by regular curriculum in kindergarten. Program design of experimental group was based on the premises of social constructionist approach, which represented the basis for differentiated physical activities. Significant difference in developmental level of motor abilities was assessed by multivariate (MANOVA repeated measures) and univariate analysis of variance (ANOVA repeated measures). Results of multivaraite analysis of variance (MANOVA repeated measures) revealed significant difference (F=37.14, p=0.03, Eta=0.64) in the developmental level of children's motor skills between control and experimental groups. Univariate analysis revealed statistically significant differences (p ≤ 0.05) in variables of force, explosive strength, repetitive strength, speed and speed elements, in favour of experimental group. Developmental level of motor abilities of children included in the experimental treatment significantly differs from the level of achieved motor abilities of preschool children included in regular physical education curiculum.
Highlights
National curriculum of preschool education defines the concept of physical education in kindergartens and enables practitioners to be creative and independent in physical education programme making (The Program Basis, 2006)
The results of MANOVA- repeated measure (F=1.81; p=0.69, eta square =0.02) revealed there was no quantitative difference in applied system of assessed motor abilities between control and experimental groups at initial measuring. (Table 2)
The analysis of potential differences between experimental and control groups at final measurementwas done by multivariate analysis of covariance (MANOVA- repeated measure) (Table 4) according to the results of their differences at initial measuring, whereas its aim was to define the effect of applied experimental programme
Summary
National curriculum of preschool education defines the concept of physical education in kindergartens and enables practitioners to be creative and independent in physical education programme making (The Program Basis, 2006). Examination of research studies that deal with physical education at an early childhood, as well as of the studies that deal with the problems of children sports (Koprivica, 2002; Metikoš, et al 2003; Bompa, 2005; Issurin, 2009; Perić, 2007; Zaciorski, & Kramer, 2009; Jevtić, Radojević, Juhas, & Ropret 2011) leads us to the conclusion that numerous authors suggest general (gross) physical activities programmes of low intensity (training sequences) and of dynamic character based on natural forms of movement and modalities of their combinations for children aged from six to ten, whereas the emphasis is placed upon the development of wide scope of motor knowledge, abilities and skills. A hypothetical research framework is based on the assumption that a specific programming model of physical activity for a period of nine months will bring positive transformation effects on motor skills of preschool children (Kundrat, 1979; Krstulović, Maleš, Žuvela, Erceg, & Miletić, 2010; Privitellio, Caput-Jogunica, Gulan, & Boschi, 2007; Giagazoglou, Karagianni, Sidiropoulou, & Salonikidis, 2008; Živčić, Trajkovski-Višić, & Sentderdi, 2008)
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