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

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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

Název v anglickém jazyce

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

Popis výsledku anglicky

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

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

30306 - Sport and fitness sciences

Projekt

—

Návaznosti

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

Rok uplatnění

2024

Kód důvěrnosti údajů

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

Název periodika

Frontiers in Psychology

ISSN

1664-1078

e-ISSN

1664-1078

Svazek periodika

15

Číslo periodika v rámci svazku

March

Stát vydavatele periodika

CH - Švýcarská konfederace

Počet stran výsledku

10

Strana od-do

1349884

Kód UT WoS článku

001192188400001

EID výsledku v databázi Scopus

2-s2.0-85188923982