How Does a 12-Week Physical Exercise Program Affect the Motor Proficiency and Cognitive Abilities of Overweight and Normal-Weight Preschool Children?

The objective of this research was to examine a 12-week exercise program and its impact on the motor proficiency and cognitive abilities of preschool children with overweight and normal weight. The study involved a total of 71 participants who were preschool children enrolled in a longitudinal study. Body mass index (BMI) was determined by measuring body height and weight, and the nutritional status of the children was assessed using the World Health Organization's (WHO) criteria. Motor proficiency encompasses both motor abilities and motor skills, and the assessment of motor abilities was conducted using subtests from the Bruininks-Oseretsky Test of Motor Proficiency (BOT-2). These subtests measured fine motor integration, manual dexterity, balance, and bilateral coordination. The evaluation of motor skills involved the utilization of the Test of Gross Motor Development (TGMD-2), which examines both locomotor skills and manipulative skills. Cognitive abilities were assessed using the School Maturity Test (TZS). All participants, regardless of weight status, took part in a 12-week physical exercise program. According to the World Health Organization's criteria, 52 children (73.2%) were categorized as having a normal weight, while 19 children (26.8%) were classified as overweight. These findings indicate that every fourth child in the study was overweight. Using a statistical analysis called SPANOVA (2 × 2, group × time), differences were observed in three out of eleven variables. Specifically, there were significant differences in two motor skill variables: manipulative skills (p = 0.006) and total movement skills (p = 0.014). Additionally, there was a significant difference in one cognitive ability variable: visual memory (p = 0.010). No significant differences were found in the remaining variables. The findings of this study aimed to contribute to the understanding of the potential benefits of regular exercise on motor and cognitive development in preschool children, specifically examining the differences between overweight and normal-weight children. By investigating these effects, the study could provide valuable insights for educators, parents, and health professionals involved in promoting the overall well-being of preschool-aged children. Regular physical exercise has been found to have positive effects on motor and cognitive abilities in both overweight and normal-weight preschool children.

Differences between Healthy-Weight and Overweight Serbian Preschool Children in Motor and Cognitive Abilities.

The aim of this study was to determine the differences between healthy-weight and overweight 5-6-year-old preschool children in fine and gross motor skills and cognitive abilities. There were 91 subjects, preschool children (41 boys and 50 girls), who participated in this cross-sectional study. The body mass index (BMI) was calculated based on measures of body height and body mass, and WHO cutoff points were used for the assessment of the children's nutrition status. Fine motor abilities were determined using two Bruininks-Oseretsky (BOT-2) subtests, and gross motor skills are determined by the Test of Gross Motor Development (TGMD-2), while cognitive abilities were tested by the School Maturity Test (TZS+). Based on an independent-samples t-test, a difference in two out of three variables of gross motor skills was determined: manipulative skills and total gross motor skills between healthy-weight and overweight children, while in fine motor abilities and cognitive abilities there was no difference between these two groups. Although significant differences were found only in gross motor skills between healthy and overweight preschool children but not in fine motor skills and cognitive abilities, further longitudinal studies are required to understand the mechanisms of this, including the possible role of psychological factors.

Effects of a 12-Weeks Yoga Intervention on Motor and Cognitive Abilities of Preschool Children.

Since early childhood is regarded as an important period of motor and cognitive development, understanding the effects of physical activity on motor abilites and cognitive development in preschool children has major public health implications. This study investigates the effects of a 12 weeks' yoga intervention program on motor and cognitive abilities in preschool children. Preschool children (n = 45; age 5-6 years) attending regular preschool programs were non-randomly assigned to yoga intervention (n = 23; 30 min sessions three times per week) or a control group (n = 22; no additional organized physical activity program). Exercise training for the intervention group included yoga program. Motor abilities (BOT-2 subtests: fine motor integration, manual dexterity, balance and bilateral coordination), and cognitive abilities (School Maturity Test subtests: visual memory, stacking cubes and codes) were assessed before and after the intervention period in both groups. Data were analyzed using repeated-measures ANOVA. Participants in the intervention group improved fine motor integration (p = 0.022), fine motor skills in general (0.029), bilateral coordination (0.000), balance (0.000), and body coordination (0.000). Preschool children's participation in the preschool yoga intervention significantly improved their motor abilities, but not their cognitive abilities.

Biomechanical evaluation of exercises for performing a forward handspring - case study.

The aim of this study was based on the kinematic parameters, extracted at different stages of performing a forward handspring to determine the interconnection of methodological procedures of learning with the final structure of the movement. The respondent is an active competitor with years of experience, elite athlete, many times Croatian champion, and competitor at European, World Championships and the Olympics. The team composed of six gymnastic experts, chose one of the best performances by twelve methodological procedures and the best performance (of six) two-leg forward handsprings basing their choice on a detailed review of recorded material. Assessment of quality of performance was done according to the defined rules prescribed by the regulations (Code of Points). The forward handspring technique consists of four phases based on which 45 space and time kinematic parameters were selected (30 parameters in the phase of hand contact and push-off, 7 in the flight phase, and 8 parameters in the landing phase). By extraction of space and time parameters, there was a differentiation of certain methodological procedures that are the best for learning forward handspring in each phase of its performance. This research indicates that these methodological procedures mostly coincide in space kinematic parameters by which the technique of a forward handspring is described.