Differences in the Level of Selected Motor Competencies of Preschool Children with Regular Guided Physical Activity and Without it
Abstract
Purpose: The aim of the work was to determine if it is possible to observe certain level of difference in motor competencies of preschool children between children with regular physical activity (PA) led by experienced teachers and children who do not regularly attend these exercise programs. Design: The cross-sectional pilot study involved 58 children of both sexes aged 4-6 years.
There were 28 children from the sports agency (sample S1) in the capital and 30 children from the village kindergarten (sample S2). The children were evaluated once with the following methods: beep test, running for 4 x 5 m, long jump, ball throwing and Sit and Reach test.
Findings: There was a statistically signifi cant (p < 0,001) difference between the groups in favor of children from S1 group in the long jump (d = 2,75) and the run (4 x 5 m) (d = 1,09). These children als managed the movement itself better than children from S2.
Children from S1 had also slightly better values in fl exibility. In the beep test, on the other hand, there were signifi cantly better values in children from S2 (p < 0,01; d = 0,79).
The groups did not differ in throws from the quantitative point of view. However, better manipulation skills were demon-strated by children from S1.
Conclusions: Children with regular guided PA showed higher explosive strength of the lower limbs and running speed. At the same time, they showed higher physical literacy (PL) compared to children who do not do group PA as often and know PA only from kindergarten.
The results also showed better aerobic fi tness in children from the village kindergarten. Even though this is a pilot study with a small sample and the results cannot be generalized, we can assume that regular leisure PA infl uences PL already in preschool age and can thus positively infl uence psychomotor development.