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25Kinesiological educational technology in physical education of preschoolers
UDC 796.011.3
V.S. Sosunovsky1
Dr. Hab., Associate Professor A.I. Zagrevskaya1 1National Research Tomsk State University, Tomsk
Corresponding author: [email protected]
Abstract
Objective of the study was to analyze physical fitness benefits of a new kinesiological educational technology complementary to the preschool physical education service.
Methods and structure of the study. We sampled for the study (run at 'Montessori' Preschool Education Establishment #4) the 5-6 year-old preschoolers (n=88) and split them up into Experimental and Reference Groups (EG, RG) of 44 people each (20 girls and 24 boys). We called the new physical education service model kinesiological since it makes an emphasis on the physical activation and psychomotor progress i.e. on the kinesiological potential mobilizing aspects. The kinesiological educational technology may be defined as the systemic psychomotor/ physical fitness progress method with the relevant physical education service design, management and progress testing components for success of the physical education service. The kinesiological educational technology design and content was analyzed in our prior study. The kinesiological-educational-technology-complemented preschool physical education service is different from the traditional one by its kinesiological exercises that may be grouped as follows: (1) body midline balancing practices; (2) transitional exercises; (3) energizing exercises; and (4) stress tolerance and confidence building exercises.
Results and conclusions. The study found that the physical fitness facilitating preschool kinesiological educational technology model shall be based on the following institutional and educational provisions for success:
• Test the 5-6 year-olds' kinesiological potential to obtain the body mass and length; carpal dynamometry; somatomotor (flexibility, strength, speed, endurance) qualities test rates; psychosomatomotor qualities (kinematic and dynamic coordination, motor balance, motor memory); and psychomotor qualities (simple/ complex reactivity, multimodal and multi-type) test rates.
• Establish progress-facilitating kinesiological environments in groups, gyms and on the outdoor playgrounds; support the group trainings with practical guidelines to facilitate psychomotor progresses (kinesiological exercises demonstrating schemes and photos, accessories like bags and balls of different weights and sizes, didactic materials for kinesiological practices etc.).
• Train the preschool physical education instructors, teachers and update the families on the benefits of age- and personality-specific kinesiological exercises. Offer family training workshops "Brain gymnastics: brain gym" and consult families in the preschool physical education service process.
• Run regular kinesiological exercises progress tests in the preschool physical education groups and make timely corrections to the theoretical and practical preschool physical education process when necessary.
Keywords: kinesiological potential, preschool physical education, kinesiological educational technology, physical fitness.
Background. For the last decades the national educational system has given a growing priority to the young people's physical activation initiatives to counter the reported regresses in the age-specific kinesiological potential i.e. the body functionality,
psychophysical development and physical fitness [1-3]. The preschool physical education system emphasizes the need for preschoolers to master a variety of key motor skills related to running, walking, skiing, jumping, throwing, climbing etc., otherwise
they may be unfit for the socializing games and, later on, for productive learning activities. The kinesio-logical potential underdevelopments in different elements are considered by the research community as triggers of potential adaptability issues in the educational process that need to be timely addressed by the relevant educational methods, models and tools [1, 4, 5]. This is the reason for a special interest to the new kinesiological potential mobilizing and developing methods and technologies applicable in the preschool physical education system.
Objective of the study was to analyze physical fitness benefits of a new kinesiological educational technology complementary to the preschool physical education service.
Methods and structure of the study. We sampled for the study (run at 'Montessori' Preschool Education Establishment #4) the 5-6 year-old preschoolers (n=88) and split them up into Experimental and Reference Groups (EG, RG) of 44 people each (20 girls and 24 boys). We called the new physical education service model kinesiological since it makes an
emphasis on the physical activation and psychomotor progress i.e. on the kinesiological potential mobilizing aspects. The kinesiological educational technology may be defined as the systemic psychomotor/ physical fitness progress method with the relevant physical education service design, management and progress testing components for success of the physical education service. The kinesiological educational technology design and content was analyzed in our prior study [6].
The new kinesiological educational technology testing experiment with analysis of its benefits was run in September 2018 through August 2019. The ki-nesiological-educational-technology-complemented preschool physical education service is different from the traditional one by its kinesiological exercises that may be grouped as follows: (1) body midline balancing practices; (2) transitional exercises; (3) energizing exercises; and (4) stress tolerance and confidence building exercises.
Group 1 exercises are geared to facilitate harmonized limbs, eyes and ears activation with both brain
Table 1. Pre- versus post-experimental physical fitness test data of the EG and RG girls' subgroups
Test Test stage RG,n=20 EG,n=20 I"
± a ± m ± a ± m
X X
Standing long jump, cm Pre-exp. 110,2 ± 18,4 ± 0,1 105,8 ± 15,6 ± 0,1 0,3
Post-exp. 113,6 ± 21,1 ± 0,7 117,6 ± 11,2 ± 0,1 0,1
P 0,2 0,01
1kg ball throw, cm Pre-exp. 173,8 ± 25,5 ± 0,5 174,6 ± 35,8 ± 0,7 0,9
Post-exp. 190 ± 22,4 ± 0,3 226,1 ± 20 ± 0,1 0,04
P 0,1 0,01
3x5m shuttle run, s Pre-exp. 7,2 ± 0,9 ± 0,08 7 ± 0,7 ± 0,02 0,5
Post-exp. 6,7 ± 0,8 ± 0,03 6,5 ± 0,7 ± 0,01 0,6
P 0,01 0,01
Front lean, cm Pre-exp. 2,9 ± 2,9 ± 0,03 3,1 ± 3,1 ± 0,04 0,4
Post-exp. 3,5 ± 2,5 ± 0,01 7,4 ± 4,1 ± 0,05 0,01
P 0,3 0,01
5m ball catching, points Pre-exp. 2,4 ± 1,3 ± 0,01 2 ± 1,1 ± 0,04 0,5
Post-exp. 2,8 ± 1,7 ± 0,06 4 ± 0,7 ± 0,08 0,02
P 0,1 0,01
Monopodalic balance, s Pre-exp. 33,2 ± 11 ± 0,9 37,7 ± 16,1 ± 0,7 0,5
Post-exp. 57,1 ± 12,5 ± 0,5 86,5 ± 17,6 ± 0,6 0,04
P 0,01 0,01
Figure of eight Pre-exp. 27,7 ± 9,6 ± 0,6 26,3 ± 8,5 ± 0,6 0,7
Post-exp. 24,2 ± 9,9 ± 0,4 18,2 ± 4,8 ± 0,4 0,04
P 0,01 0,01
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hemispheres mobilized for effective integration of thinking and movement mechanisms. The practices help the child effectively move and think at the same time and process data from specific to general aspects and vice versa, moving across the body midline and thereby facilitating the children's progress in reading, writing, basic/ fine motor skills, movement coordination and many other aspects.
Group 2 includes the transitional exercises geared to relax the muscles and tendons, with a special attention to the muscle extension when coming back to the natural relaxed state and the relevant brain control to facilitate relaxation and fitness for further cognitive activity. Such practices activate short-term memory, improve mathematical skills and help focus attention and improve coordination to move and think simultaneously [1].
Group 3 includes the energizing exercises focused on the speed and intensity of the nervous processes, i.e. flows of impulses from cells to groups of nerve cells in the brain. These practices help develop the attention focusing skills and improve the brain oxygenation and stress tolerance.
And Group 4 stress tolerance and confidence building exercises are geared to stabilize the nervous processes, mitigate emotional stresses, make the children fit for learning, and facilitate their progresses in the socializing and self-control domains [4]. It should be mentioned that the above psycho-motor progress facilitating kinesiological exercises effectively complement the preschool physical education service in the warm-up, basic and final training components.
Results and discussion. Given in Table 1 here-under are the kinesiological educational technology benefits demonstrating physical fitness test data of the girls' subsample.
The above data shows significant EG progress (p <0.05), particularly in the standing long jump and 1kg ball throw tests, with the EG and RG progress estimated at 23.8% and 8.2%, respectively. The progress tests found significant progress in the group agility as verified by the 5m ball catching, monopodalic balance and figure-of-eight tests (p <0.05). The boys' subgroups were tested with the similar progress in the kinesiological educational technology testing experiment.
Conclusion. The study found that the physical fitness facilitating preschool kinesiological educational technology model shall be based on the following institutional and educational provisions for success:
• Test the 5-6 year-olds' kinesiological potential to obtain the body mass and length; carpal dynamometry; somatomotor (flexibility, strength, speed, endurance) qualities test rates; psychosomatomotor
qualities (kinematic and dynamic coordination, motor balance, motor memory); and psychomotor qualities (simple/ complex reactivity, multi-modal and multitype) test rates.
• Establish progress-facilitating kinesiological environments in groups, gyms and on the outdoor playgrounds; support the group trainings with practical guidelines to facilitate psychomotor progresses (kinesiological exercises demonstrating schemes and photos, accessories like bags and balls of different weights and sizes, didactic materials for kinesiological practices etc.).
• Train the preschool physical education instructors, teachers and update the families on the benefits of age- and personality-specific kinesiological exercises. Offer family training workshops "Brain gymnastics: brain gym" and consult families in the preschool physical education service process.
• Run regular kinesiological exercises progress tests in the preschool physical education groups and make timely corrections to the theoretical and practical preschool physical education process when necessary.
References
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4. Kovaleva M.S., Inozemtseva E.S., Shilko V.G. Formation of psychological readiness of junior tennis players aged 8-9 years for competitions in educational process. Physical culture, health care and education. Proc. XIII International research-practical conference in memory of V.S. Pirusky. 2019. pp. 317-320.
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6. Sosunovskiy V.S. Kinesiological physical education model for preschoolers. Teoriya i praktika fiz. kultury. 2019. No. 10. pp. 96-98.
