Preschool Physical Education Research Articles

A Construction of Physical Activity Games to Develop Physical Health of Kindergarten Aged 5-6 Years in Tianhe District, Guangzhou City

Background and Aim: Research on children's sports activity and games is an emerging research field in China. Relevant research results show that the development of children's basic physical qualities has not effectively penetrated the field of children's learning. The goal of this study is to establish a set of children's sports activity games, to better promote the healthy growth of children. Materials and Methods: This study adopted the interview method, questionnaire survey method, and children fitness test, through the questionnaire survey of 20 preschool teachers, and 20 kindergarten principals, and the physical health test, established the basic children's sports activity games with 7 experts; interviewed 19 focus group experts, determine the basic sports activity games; after verification by 9 appreciation experts, finally determined the sports activity games. The research process involves organizing the current problems in children's physical education, first establishing children's physical activity games, and then verifying them using focus groups and appreciation groups. The obtained data were processed using EXCELL and SPSS26.0. Results: Established physical activity games for children aged 5-6 years, contains 24 games with 6 qualities. The development of speed quality of the game: paste, eagle catch a chicken, fishing, electricity; The development of sensitive quality of the game is: feet continuous jump, fun to play sheep corner kick, jump bamboo pole, two people three feet; The development of balance quality of the game are: balance beam, everyone together to repair the bridge, single foot standing, play tires; The development of coordinated quality of the game is: standing long jump, bag jump, hopscotch, skipping music; The development of strength quality of the game are: tennis throw far, small bomb, newspaper play more and more, sandbag a thing to play; The development of flexible quality of the game are: sitting body forward bending, flipping pancakes, flipping saw pull big saw, guessing first move. Conclusion: Through the establishment of a children's sports game system, children can develop and improve their sports quality in an all-round way in an interesting and challenging environment. This is of great significance for the practice of preschool physical education and provides a useful reference for future research and practice.

Research on the Construction of a Diversified System of Preschool Physical Education Curriculum Based on Kruskal Algorithm

Abstract This study constructs a diversified system of physical education curriculum suitable for young children and explores the application of personalized service method in early childhood physical education curriculum. The study designed the structure of early childhood physical education curriculum based on the principles of science, relevance and playfulness. It used the K-means clustering method improved by Kruskal algorithm to recommend early childhood physical education resources. The influence of the curriculum resource system on early childhood physical exercise was investigated by regression analysis. The study results showed that the number of weekly workouts of young children was significantly influenced by the comprehensive developmental features of the curriculum and the diversity of workout programs, (P<0.05). In contrast, the duration of consecutive workouts was mainly influenced by the comprehensive developmental features of the curriculum structural setup and the holistic nature of the curriculum goal setup (0.01<P<0.05). In addition, the cumulative duration of weekly exercise of young children was significantly influenced by regularity perception, comprehensive development and holistic goals in the curriculum resource system (P<0.005). The effectiveness of the personalized service approach in enhancing the efficacy of physical exercise in young children was demonstrated, and it was emphasized that the diversification and comprehensiveness of curriculum content should be emphasized in early childhood physical education.

Observing Preschool Physical Education Practices and Policies Under the COVID-19 Pandemic

The covid-19 epidemic changed people live style and routines, schools and children were effected by the covid-19 restrictions, this study was conducted during this pandemic.This study was conducted in the period of covid-19. In the months of April, and May 2022. At the beginning of the covid-19 pandemic, 2020 and 2021 there was no physical education classes they start to come back gradually on 2022.According to the new system, students must attend from one to three times a week to the school building, while maintaining an attendance rate of about 30% of the total number of students in the school per day, in order to attend some basic subject classes, conduct practical experiments in laboratories and take tests. (Gulf,2020).The participants where random schools in the state of Qatar 40 schools, 27 governmental schools and 13 international schools, 27 P.E teachers from government schools and 13 P.E teachers from independent schools.The questionnaire Go NAPP SAC (Ward. Et al, 2014) the questionnaire is built to assess children physical activity, from the University of North Carolina.The result was that the physical education was infected intensely in the period of the covid -19 pandemic, at the beginning of the pandemic period there were no physical education classes then slowly they started to come back the physical education classes. Keywords: Covid-19 Pandemic, Physical Education, Pre-school, School Family Relationship DOI: 10.7176/JEP/14-4-06 Publication date: February 28 th 2023

The Influence of the Integrated Education Program on the Psycho-Physical Readiness of Children for School Education

Modernization of preschool physical education is the subject of research by many scientists. The development and introduction of innovative recreation and health technologies into the practice of physical education in preschool education institutions is necessary in connection with the intensification of the educational load in the process of systematic preschool education, which increases the static component and negatively affects the physical condition of children and their readiness to school education. The implementation of existing physical culture and health technologies into the practice of physical education is slow. The purpose of the study is to implement and determine the impact of the comprehensive personality development program on the level of development of physical, cognitive abilities and speech of older preschoolers. Theoretical analysis and generalization of scientific and methodical literature, pedagogical, medical and biological methods, psychodiagnostic methods, methods of mathematical statistics were used in the study. Improvement of the content of physical culture and health work with older preschoolers in establishments of preschool education took place by introducing: innovative technologies of physical education, methods of psycho-prophylactic work, elements of tourist and local history activities, elements of sports-oriented physical education. These approaches were implemented through four blocks of physical exercise classes: physical education classes, physical culture andhealth activities during the day, active recreation, tourist and local history activities. Based on the determination of the means of combined development of motor and mental qualities, program material for the complex development of physical and cognitive abilities of older preschoolers in the process of physical education was developed.

Age dynamics in the development of physical qualities PEI of preschool children

The article states that at the current stage, one of the most urgent issues is the search for the latest views and methods of teaching children. Increased attention to the development of the child's personality is associated with the possibility of updating and qualitatively improving the system of preschool physical education. The relevance of the chosen topic is also due to the fact that there is a debate among pedagogues-theoreticians about the extent to which physical qualities depend on innate factors and whether there is a need for their special development in preschoolers.
 Preschool age is the most important period in the life of every person. The foundations of health, proper physical development, motor skills, interest in physical culture and sports are laid in the preschool period.
 In the first six years of life, a child's physical education is closely related to general education. The foundations of health, longevity, comprehensive motor training and harmonious physical development are laid in a child during preschool childhood. Their spiritual life, worldview, mental development, strength in knowledge, faith in their own strength depend on the health and vitality of children.
 The age dynamics of the development of physical qualities of older preschool children were also considered and its analysis was carried out, during which the indicators of the physical development of older preschoolers at the experimental stage and the effectiveness of the experimental method of classes were determined.
 In the analysis of the indicators of physical fitness in the children of the experimental and control groups, minor differences in the studied parameters were revealed, with the preference of the children of the experimental group.

An analysis of content development in physical education: Preschool teachers’ selection of instructional tasks

In recent years, attention has been placed on dimensions of instructional quality. One critical element of this quality in preschool physical education (PE) is teachers’ ability to present content in a way that facilitates learning. This study aimed to describe the development of the content in PE in preschool. Participants in the study were 11 preschool teachers. Data were collected using systematic observations. Specifically, a modified version of the Task Structure System was used to observe three 40-minute lessons for each teacher. Data were analyzed using descriptive statistics. Findings revealed that cognitive, informing, and extending tasks were observed much more frequently than applying tasks, whereas refining tasks were observed the least. Implications for teacher education programs are discussed.

Research on the Development of Preschool Physical Education in Late Qing Dynasty and Early Republic of China

Research on the Development of Preschool Physical Education in Late Qing Dynasty and Early Republic of China

Teaching and Curriculum of the Preschool Physical Education Major Direction in Colleges and Universities under Virtual Reality Technology.

The present work aims to study the influence of virtual reality (VR) technology on the teaching and curriculum of preschool physical education in colleges and universities and establish a virtual teaching model suitable for the college teaching system. The classroom teaching situation of using VR technology in physical training of preschool education major direction in colleges and universities is investigated using the questionnaire survey and teaching experiment. Firstly, the feasibility of applying VR technology to teaching is proved by analyzing the relevant education theories. Secondly, the experimental research method is designed to verify the application effect of VR technology in teaching behavior. Finally, the collected data is sorted out to judge the method's feasibility. The experimental results demonstrate that 88.0% of the respondents are curious about the application of VR, and 88.6% of the respondents can accept the application of VR in sports dance teaching. Besides, 89.1% claimed that VR technology could enhance students' understanding of knowledge, and 93.0% thought that VR applications would not interfere with teachers' explanations. In addition, 80.0% thought that virtual teaching could stimulate students' interest in learning, 75.0% said that VR application could attract students' attention, and 63.0% believed that VR application could improve learning efficiency. The preliminary investigation suggests that introducing VR technology can reduce the work intensity of teachers, and the students participating in the survey are optimistic about the application of VR technology in preschool physical education. The formal test based on a t-test indicates that the average score of the experimental group is 3.18 points higher than that of the control group, and there are significant differences in technology between the control group and the experimental group. VR technology can improve students' technical level, enhance self-confidence, and improve students' grades. To sum up, this study provides a reference for developing virtual teaching mode and applying VR technology to physical education.

Current Situation and Countermeasures of Preschool Physical Education in China

Current Situation and Countermeasures of Preschool Physical Education in China

유아체육지도자를 위한 CBT 심리상담 프로그램 개발

This study aims to develop a psychological counseling program based on cognitive behavioral therapy (CBT) to overcome the difficulties in emotional labor recognized by preschool physical education teachers. Research 1 was carried out on 10 preschool physical education teachers (4 men and 6 women) through an in-depth interview by individual. As a result of analysis by using consensual qualitative research, recognition status of emotional labor, helping and hindrance factors to manage the emotional labor, and the factor to make change through the experience to overcome the difficulties of emotional labor. In Research 2, the structural concept and core ideas of the program were drawn by combining key principles and methods of cognitive behavioral therapy of which effects have been proved for a long time. The program consists of the intake interview, exploration, insight, practice, and assessment, which was carried out for 60 minutes per session every week and 5 times in total. The developed program received validity tests from specialists. Then, after revising the program by reflecting their opinions, a final version was completed. In specific, the 1st session consists of the introduction of the program and forming the relationship between members. The 2nd session aims to recognize one"s own feelings under stressful situations. The 3rd session is to understand one"s automatic thinking. The 4th session is to provide alternative thinking by cognitive restructuring. The 5th session is for the assessment of the program and finalizing. Lastly, this study also explains the meaning and restrictions of the CBT program developed in this study and suggests further research tasks.

IMPLEMENTATION OF «FITNESS MIX» DANCE FITNESS PROGRAM IN PHYSICAL EDUCATION FOR SENIOR PRESCHOOL CHILDREN

This paper provides a theoretical and practical justification for the development of the fitness industry in Russia, notably the implementation of fitness technologies in preschool educational organizations. The purpose of the study was theoretical justification and experimental verification of the «FITNESS MIX» dance fitness program aimed at developing physical qualities and increasing physical education interest of senior preschool children. Research methods and organization. We used the following research methods: analysis and generalization of scientific and instructional literature, pedagogical observation, pedagogical experiment, methods of mathematical statistics. Research results and discussion. In our study, we have provided the characteristics and the details of the «FITNESS MIX» dance fitness program aimed at developing physical qualities and increasing physical education interest of senior preschool children. We have demonstrated the dynamics of physical fitness indicators of preschool children in the framework of a pedagogical experiment. We have presented the results of a survey of preschool children in the experimental group, aimed at revealing interest in some sections of the «FITNESS MIX» dance fitness program. We have assessed the training outcomes of children in experimental groups engaged in experimental and traditional physical education programs for preschool educational organizations. Conclusion. In our study, we have proved our hypothesis that implementation of the FITNESS MIX dance fitness program in preschool physical education will contribute to physical development, growing physical fitness level and effectiveness of the instructional process providing significantly better outcomes in the development of physical qualities and improving the functional state of a child.

高校体育院系幼儿体育师资培养模式的研究

高校体育院系幼儿体育师资培养模式的研究

LTAD Model Active Beginning Stage Adaptation in Judo Basic Education Program (Ukemi, Tachiwaza & Newaza Basic Drills) for 4-6 Aged Kids

Early childhood is known as a critical period in acquisition of development and basic mobility skills. In this period, physical education and judo education contribute to development of general body, hand-eye and foot-eye coordination, 5 motor skills, static and dynamic balance. Moreover, the sub-structure of lifelong sport habits is being prepared by teaching values with respect to judo, kindness, self-determination, solidarity, honesty, friendship, patience, courage and modesty. As a result, due to basic education of judo such as 'Ukemi, Tachi Waza and Newaza Basic Drills', children learn much more than movement skills. In this study, importance of physical education and judo activities in pre-school period has been considered in practice. The results showed Judo has an impact on pre-service and in-service training in practice of pre-school physical education and judo activities. It is inevitable that these activities contribute to almost all targeted development areas of a child, in addition to contributing to training of large group of children in first phase of long-term athlete development model in our country.

Developmental aspects of innovation in preschool education

This work is based on the modern institutional concept of the preschool physical education programme, which is realized in the kindergarten 'Sunce' courtyard, in the preschool institution 'Jelica Obradović' in Mladenovac. Namely, in the courtyard of the mentioned kindergarten, an innovative system for physical exercise named 'Sun's Playroom - Planetary Polygon' was constructed and installed. Two groups of children of the same age, with different motor experiences, were practicing daily for 30 minutes, on the mentioned system, for 20 days. An assessment of children's motor skills on the given system was performed at the beginning and at the end of the cycle. In addition to the assessment of motor skills and the control level over motor functions, the cognitive process of information acquisition and the level of communication and socialization among children were also monitored. The conclusion reached is that this kind of a new complex for exercise and learning in the open space has a significant impact on the development of psycho-motorics in children, as well as on the cognitive functions, cultural and communication skills.

‘Physical education’ in early childhood education

Children’s physical education in early childhood settings has always been underpinned by an emphasis on play. This is viewed as foundational for child development (movement education, cognitive growth, socialising functions, emotional development). However, where priorities about childhood obesity prevail, increased ‘prevention’ efforts have become targeted at primary and pre-school-aged children. It could be argued that early childhood education has become another site for the ‘civilising’ of children’s bodies. Drawing on data from a questionnaire completed by 65 early childhood education centres in Aotearoa New Zealand, we examine the play and physical education ‘curriculum’ and what this may mean for pre-school children’s views of physical activity and health. In light of the evidence that suggests pre-school physical education programmes reinforce achievement of a certain restrictive and narrow model of physical health and activity, we explore the implications for primary school physical education. In doing so we consider how teachers of physical education in primary schools may need to reconsider the curriculum to support young children to regain enthusiasm for pleasurable movement forms that are not centred on narrowly perceived notions of the healthy or sporting body.

学前教育体育专业的培养目标与课程体系

幼儿高等师范教育蓬勃发展，幼儿体育专职教师培养的起步，明确培养目标及建构专业化课程体系成为学界关注的问题。本研究认为，目前幼儿高等师范专科学校体育教育专业人才培养质量有待提升，即该专业培养目标定位“准确化”，以及学科课程“领域化”、术科课程“专一化”、专业选修课程“拓展化”的设置，以彰显学前教育体育教育之专业特色。 With the vigorous development of higher normal education for young children, and the starting of full-time children physical education teachers’ training, clarifying the training target and constructing the professional curriculum system have become focuses in academia. The quality of sports education major of children’s higher normal college needs to be improved. To highlight the professional characteristics of pre-school education and physical education, the curriculum system of preschool physical education is supposed to achieve the requirements: training objectives are accuralize, subject curriculum is “field-oriented”, skill curriculum is specialized and the elective courses is “expansion-oriented”.

Conceptul bases for harmonious development of pre-school children personality in the process of physical education

The analysis of current situation of physical culture and health-related work in nursery schools proves the necessity of modernization of the first education link content, being a foundation for formation of a harmoniously developed personality of a preschooler. Analysis and interpretation of factual evidence have allowed to substantiate and develop the concept of forming a harmoniously developed personality of preschool age child, which includes the following components: actuality of modernization of current system of preschool physical education; object, tasks and principles of technology of complex development of a preschooler personality in the process of physical education; pedagogical conditions of integrative development of mind and moral qualities of children in the process of physical education; organizational and methodical grounds of concept realization; staff providing, strategy of introduction of the concept into practice of physical education in nursery schools.

Children’s Physical Activity and Associated Variables during Preschool Physical Education

Physical activity (PA) is important for children’s growth and development and for their current and future health. Schools, especially during physical education (PE), are important locations for children to accrue PA. The purpose of this study was to assess the PA levels of preschool children during structured PE lessons and to evaluate the impact of selected characteristics (e.g., lesson context, length, and location; teacher behavior; class size; activity area density). Trained observers used SOFIT (System for Observing Fitness Instruction Time) to assess 90 structured PE lessons taught by 25 different teachers. Intact classes (n = 5 to 6 and representing 3 different grade levels) in 4 selected preschools were observed on 4 days over a 4-week period. Overall, children engaged in moderate-to-vigorous physical activity (MVPA) 49.9% (SD = 15.7) of lesson time and there were differences in MVPA% among the four preschools, by lesson context, and by teacher behavior. There were no significant differences in MVPA% either between indoor (n = 69) and outdoor (n = 21) lessons or among the 3 grade levels. Even though the lessons approached the 50% MVPA guideline, the brevity of them left children far short of recommended daily amounts of PA. Future studies should investigate how preschools can increase on-campus opportunities for PA both during PE and throughout the school days.

Analysis on VB Program Simulation of Cloud Computing Tools Based on Analytic Hierarchy Process

In this paper we use AHP mathematical theory, combining with VB6.0 software, and establish preschool children's psychological development model, and design preschool children's psychological development analysis system. In the first part of this paper we introduce the AHP structure, and discuss the principle and process of hierarchical analysis; in the second part, combining with the matrix theory we establish the mathematical model of objective function layer approximation. In order to verify the effectiveness and reliability of model, we use the VB software to do numerical simulation on preschool children's psychological development, and obtain the level nephogram and children's psychological maturity index curve of children's psychological development. It provides technical reference and the theory basis for the effect of preschool physical education on the psychological development of children.

Experiences and Outcomes of Preschool Physical Education: An Analysis of Developmental Discourses in Scottish Curricular Documentation

This article provides an analysis of developmental discourses underpinning preschool physical education in Scotland's Curriculum for Excellence. Implementing a post-structural perspective, the article examines the preschool experiences and outcomes related to physical education as presented in the Curriculum for Excellence ‘health and wellbeing’ documentation. The article interrogates the ways in which developmental discourses are evident throughout this and related documentation and how these discourses might ‘work’ to produce specific effects on practitioners and children as they are deployed and taken up in Scottish preschool education contexts. This analysis involves speculating about potential consequences for practitioners' and children's experiences and subjectivities. In conclusion, it is suggested that practitioners should critically engage with the curriculum, as uncritical acceptance of the discourses underpinning it could lead to practices that may have negative consequences. Furthermore, the article proposes that future research should investigate the ways in which the discourses privileged in the Curriculum for Excellence ‘health and wellbeing’ documentation are taken up and negotiated in Scottish preschool settings.