Relationship among some coordinative and dynamic strength capabilities and constructive and conceptual thinking among preschool-age children

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11510%2F24%3A10475995" target="_blank" >RIV/00216208:11510/24:10475995 - isvavai.cz</a>

Result on the web

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=4FLaZYhDOT" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=4FLaZYhDOT</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3389/fpsyg.2024.1349884" target="_blank" >10.3389/fpsyg.2024.1349884</a>

Result language

angličtina

Original language name

Relationship among some coordinative and dynamic strength capabilities and constructive and conceptual thinking among preschool-age children

Original language description

Existing research underscores the positive influence of consistent physical activity, fitness, and motor coordination on school-aged children&apos;s cognitive and academic performance. However, a gap exists in fully understanding this relationship among preschoolers, a critical age group where the development of cognitive functions is significant. The study aims to expand upon existing evidence that connects motor and cognitive development by examining the correlation between specific motor coordination and physical fitness skills and the development of constructive and conceptual thinking in preschool-aged children. Methods: Data from 56 children aged 4-5 years (mean age 4.5 +- 0.36y), comprising 30 girls and 26 boys, participated in this study. We assessed muscular strength (via standing long jump, wall toss test, flexibility), agility (4 x 5 m shuttle), cardiorespiratory fitness (20 m pacer test), and motor coordination (lateral jumping, platform shifting). Cognitive abilities were measured using the IDS-P. Results: Linear regression models showed that significant predictors of constructive thinking scores were observed solely for flexibility (p = 0.02) and shifting platforms (p = 0.01). Notably, flexibility exhibited a negative relationship (β = -1.68). In the context of conceptual thinking, significant predictors (p &lt; 0.05) included standing long jump (p = 0.01), jumping laterally (p = 0.005), shifting platforms (p = 0.001), throwing (p = 0.02). Conclusion: Coordination-demanding activities seem to be related considerably to conceptual thinking in preschoolers. Integrating such motor activities into preschool curricula that demand cognitive engagement can positively influence the development of cognitive functions

Czech name

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Czech description

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Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

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OECD FORD branch

30306 - Sport and fitness sciences

Project

—

Continuities

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2024

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Frontiers in Psychology

ISSN

1664-1078

e-ISSN

1664-1078

Volume of the periodical

15

Issue of the periodical within the volume

March

Country of publishing house

CH - SWITZERLAND

Number of pages

10

Pages from-to

1349884

UT code for WoS article

001192188400001

EID of the result in the Scopus database

2-s2.0-85188923982