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Corrective Gymnastics and Motor Skills of Five-and Six-Year-Old Children

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Rokicka-Hebel M.
Baltic Journal of Health and Physical Activity
|
2014
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vol. 6
|
issue 2
114-126
EN
Background: The purpose of the study was to evaluate motor skills of children participating and not participating in corrective gymnastics activities. It has been assumed that children participating in additional physical activities conducted in nursery school have better motor skills than those staying out of this type of activities. Material/Methods: Tests were carried out in two stages. For quantitative research a questionnaire was conducted among headmasters of nursery schools in Gdansk. The qualitative and quantitative research involved: observation, document analysis, tests of educational performance verifying the level of motor skills. A total of 286 five- and six-year-old children were recruited from different preschools (eight preschools and three primary school preschool programs in Gdansk). Results: Comparing groups of preschoolers participating and not participating in the activities of corrective gymnastics showed that among five-year-olds attending corrective gymnastics greater skills were noticed only in two of the seven tests: I - walking on a balance bench and II - crawling on an inclined balance bench. Among six-year-olds only in one test: VI - throwing a ball against the wall and catching it. Conclusions: Corrective gymnastics viewed as additional physical activity exercise in preschools does not contribute to the development of new motor skills of five- and six-year-olds.
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Preschool attendance as a factor in the motor skill development of children

100%
Rokicka-Hebel M.
Human Movement
|
2013
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vol. 14
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issue 4
310-321
EN
Purpose. The purpose of this study was to evaluate the motor skills of children who had already attended one year of preschool or had just begun their education. Methods. A total of 286 five- and six-year-old children were recruited from different preschools (eight preschools and three primary school preschool programs) in Gdańsk, Poland. A test battery was designed based on the children’s preschool physical education curriculum and the motor skills that should be acquired at this age. The analyzed motor tasks included: 1) walking on a balance bench, 2) crawling on an inclined balance bench, 3) running then jumping over an obstacle with one leg, 4) catching and throwing a ball over an obstacle, 5) throwing a ball against the wall and catching it, 6) climbing on a gymnastic ladder, 7) jumproping. The children were tested twice in test-retest conditions, at the beginning and end of the school year. Results. The children showed the lowest level of skills in throwing, catching, and bouncing a ball against the wall and jumproping. Conclusions. No significant differences were identified as to children’s physical abilities or between the 5-year-olds and 6-year-olds either beginning or continuing preschool.
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