Efekti različitih programa fizičkog vežbanja na motorički status i kognitivne sposobnosti dece predškolskog uzrasta

Abstract

This research aims to determine the effects of different 12-weeks physical exercise programs on motor status and cognitive abilities of preschool children. The study involved 91 respondents, preschool children who attend the preschool "Ljubica Vrebalov" in Pozarevac. The sample was divided into four groups, three experimental: EG1 (n-25, 6,35 ± 0,32 years), EG2 (n-21, 6,29 ± 0,39 years), EG3 (n-23,5 , 82 ± 0,23 years), and one control group CG (n-22, 5,90 ± 0,27 years). EG1 group conducted aerobic training, EG2 - phonetic gymnastics, EG3 - yoga program, while CG group conducted regular activities. All experimental programs lasted 12 weeks. Four subtests from the Bruinkins-Oseretsky Test (BOT-2) battery were used to evaluate motor skills: fine motor integration, manual dexterity, bilateral coordination, and balance. The test of gross motor skills, second edition (Test of Gross Motor Development, TGMD-2) was used to evaluate movement skills, and it was used to assess locomotor and manipulative skills. While the "Maturity Test for School" (TZŠ+) was used to test cognitive abilities, more precisely its three subtests: visual memory, stacking cubes, and code. At the beginning the initial testing was performed, and after treatments, the final testing. The results of the two measurements were compared. Multivariate analysis of covariance identified positive effects of aerobic training on motor skills (bilateral coordination, balance, and body coordination) and movement skills (locomotor skills, manipulative skills, and overall gross motor skills). Also, the positive effects of yoga training on balance and body coordination, as well as on cognitive parameters: visual memory and overall cognitive abilities were determined. The phonetic gymnastics program did not achieve any positive effects.