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Transformation effect of physical activity programming model on the motor abilities of preschool children

机译：体育锻炼计划模型对学龄前儿童运动能力的转化作用

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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.
机译：这项研究的目的是检验为期9个月的体育锻炼导向模型对6-7岁儿童运动状态的影响。一个假设的研究框架是基于以下假设：基于社会和建构主义的方法，为期9个月的体育锻炼特定编程模型将对学龄前儿童的运动技能带来积极的转化影响。这项调查是对128名（MEAN±SD）6.23±0.88岁的儿童进行的，这些儿童未包括在其他体育项目中。样本分为两个子样本：实验组（N = 61）和对照组（N = 67）。应用这套12项运动测试来测试6种假设的运动因素。实验组和对照组的儿童每周进行五次为期9个月的体育锻炼计划。实验组的每种体育组织形式比幼儿园常规课程所计划的相同形式的体育活动长30％。实验小组的程序设计基于社会建构主义方法的前提，这是区分体育活动的基础。通过多变量（MANOVA重复测量）和单变量方差分析（ANOVA重复测量）评估了运动能力发展水平的显着差异。多变量方差分析（MANOVA重复测量）的结果显示，对照组和实验组儿童运动技能的发展水平差异显着（F = 37.14，p = 0.03，Eta = 0.64）。单因素分析显示，力，爆炸强度，重复强度，速度和速度要素的变量具有统计学显着性差异（p≤0.05），有利于实验组。实验治疗中包括的儿童运动能力的发育水平与常规体育课程中包括的学龄前儿童的运动能力水平显着不同。

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