Effects of Coordinative Exercise on Physical Fitness, Motor Competence, and Inhibitory Control in Preschoolers

Study Results

Results pending

The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.

Basic Information

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Recruitment Status

COMPLETED

Clinical Phase

NA

Total Enrollment

41 participants

Study Classification

INTERVENTIONAL

Study Start Date

2023-01-20

Study Completion Date

2023-06-29

Brief Summary

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The goal of this study was to determine whether a structured coordinative exercise program could improve physical fitness, motor competence, and inhibitory control in preschool children. The main questions it aimed to answer were:

Does the exercise program improve children's physical fitness (agility, balance, vertical jump)? Does it enhance motor competence, particularly hand-eye coordination and balance? Does it affect inhibitory control, a key component of cognitive function? Researchers compared children who participated in an 8-week exercise program to those who followed their regular school activities.

Participants:

Took part in two 30-minute exercise sessions per week for 8 weeks Were assessed before and after the intervention on physical fitness, motor competence, and inhibitory control The study found significant improvements in physical fitness and motor competence, but no significant changes in inhibitory control.

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Detailed Description

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Scope and Content of the Study

This study evaluated the effectiveness of a structured coordinative exercise protocol aimed at improving physical fitness, motor competence, and inhibitory control in preschool children. Early childhood is considered a critical period for both physical and cognitive development. During this phase, enhancing motor skills and physical fitness forms a crucial foundation for long-term health, social adaptation, and academic success. However, these developmental opportunities may be missed if children do not engage in sufficient levels of physical activity. In this context, the study sought to investigate the effects of exercise interventions that support both motor and cognitive skills in preschool-aged children.

The main goal of the study was to examine how coordinative exercises improve physical fitness and motor competence in preschool children. Additionally, the study explored the impact of these exercises on inhibitory control, a cognitive skill related to attention and impulse control. Inhibitory control is especially important during the preschool years, as it directly affects children\&amp;#39;s learning processes and social interactions, serving as a key component of executive functions.

Research Protocol and Exercise Intervention

This study was conducted with 41 children, who were randomly assigned to two groups: an exercise group and a control group. The exercise group participated in an 8-week program, consisting of 30-minute sessions twice a week. The program was designed to improve various motor skills such as balance, hand-eye coordination, jumping, and locomotor abilities through play-based activities. The control group continued with their regular school curriculum without additional physical activity interventions.

The exercise protocol included open-ended tasks that progressively moved from simple to complex, requiring movement planning. These play-based exercises aimed to create an engaging and active environment in which children could participate socially. The coordinative exercises focused on supporting a wide range of motor movements and control mechanisms, encouraging the coordination of different body components in harmony.

Assessed Parameters

In the study, children\&amp;#39;s physical fitness, motor competence, and inhibitory control were assessed both before and after the intervention:

Physical fitness was measured through tests of balance, agility, and vertical jumping.

Motor competence was evaluated using the KTK3+ test battery, which includes tasks such as hand-eye coordination, balancing, and jumping sideways.

Inhibitory control was measured using the Go/No-Go test from the Early Years Toolbox, assessing how well children manage attention and control impulses.

Conditions

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Motor Skills Inhibitory Control Physical Fitness

Study Design

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Allocation Method

NON_RANDOMIZED

Intervention Model

PARALLEL

The research was divided into groups according to the convenience sampling method. Convenience sampling is a non-random sampling method in which the sample to be selected from the main mass is determined by the judgement of the researcher. In convenience sampling, data are collected from the main mass in the easiest, fastest and most economical way \[73,74\]. At this point, two classes in the same kindergarten, which accepted to participate in the study and met the conditions for participation in the study, was assigned as the control group (CG; n= 23) and the other class as the exercise group (EG; n= 18).

Primary Study Purpose

OTHER

Blinding Strategy

NONE

Study Groups

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Coordinative exercise protocol

coordinative exercise group

Group Type EXPERIMENTAL

Coordinative exercise protocol

Intervention Type OTHER

During the eight-week period, all children in the structured coordinative exercise intervention group participated in 30-minute sessions twice a week on the same day and time. The purpose-oriented basic movement patterns created in the coordinative exercise content were organised in a play-oriented manner suitable for the preschool age range.

control group

The control group continued the standard education curriculum in kindergarten and did not receive any intervention

Group Type NO_INTERVENTION

No interventions assigned to this group

Interventions

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Coordinative exercise protocol

During the eight-week period, all children in the structured coordinative exercise intervention group participated in 30-minute sessions twice a week on the same day and time. The purpose-oriented basic movement patterns created in the coordinative exercise content were organised in a play-oriented manner suitable for the preschool age range.

Intervention Type OTHER

Eligibility Criteria

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Inclusion Criteria

* Typically developing children
* Participants must not be taking medication
* Must not have any cardiovascular, neurological, orthopaedic or psychiatric disease
* Must be between 5-6 years of age