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Fizička kultura
2012, vol. 66, iss. 2, pp. 119-128
article language: Serbian, English
document type: Original Scientific Paper
published on: 12/12/2012
doi: 10.5937/fizkul1202119S
Transformation effect of physical activity programming model on the motor abilities of preschool children
aVisoka škola strukovnih studija za obrazovanja vaspitača, Sremska Mitrovica
bUniversity of Belgrade, Faculty of Sports and Physical Education
cUniveristy of Niš, Faculty of Sport and Physical Education

e-mail: dejan.suzovic@fsfv.bg.ac.rs

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.

Keywords

References

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