Postgraduate V.S. Sosunovsky¹
Dr.Hab., Associate Professor A.I. Zagrevskaya^1
1National Research Tomsk State University, Tomsk

 

Keywords: kinesiological potential, motor fitness, psychomotor development, preschoolers, physical development.

 

Introduction. It is difficult to overestimate the role of movement and motor activity in man’s life [3, 8, 11, 12]. Movement is the result of a specifically organized muscle activity, regulated by the psycho-physiological mechanisms and facilitated by numerous morphological and functional systems of the body [1, 4-7]. It should be emphasized that, in philosophy, movement is considered a state of matter. Studying movements, and particularly the methods of their enhancement, one should consider not only the simplest, mechanical form of movement (spatial movement of the body and its units), but also the metabolic one - a source of mechanical displacement, as well as its mental form, generating motives and goals of motor activity [12]. It is known that movements and motor activity are considered in the framework of the integrative discipline - kinesiology, the central concept of which is kinesiological potential of an individual. Man’s kinesiological potential is a systemically functioning complex of skills and abilities that are supported psychologically, morphofunctionally and biomechanically and are aimed to provide targeted motor actions with the given quantitative and qualitative characteristics. It manifests itself in man’s physical qualities, his state of health and psychophysical development, motor skills and abilities [1]. Kinesiological potential as an integrative unity of the psycho-physical-motor characteristics of a person includes his psychomotor and physical development, as well as motor fitness [4, 5, 9, 10].

Objective of the study was to analyze the level of psychomotor and physical development, as well physical fitness level of preschoolers of 6-7 years of age for the purpose of enhancement of the training and physical education system.

Methods and structure of the study. Sampled for the study purposes were 84 children aged 6-7 years, including 42 boys and 42 girls.

The children’s psychomotor test indices were obtained using a computerized "Sport Psycho-Physiologist" test system (LLC Scientific and Methodological Center "Analyst", Russia, Omsk). The following psychomotor parameters were analyzed: visual-motor reaction (sensorimotor reaction rate, hand); auditory-motor reaction (sensorimotor reaction rate, hand); reaction time to a moving object (sensorimotor reaction rate, hand); choice reaction time (sensorimotor reaction rate, hand); right and left hand tapping test (number of taps); visual-motor reaction (sensorimotor reaction rate, foot); auditory-motor reaction (sensorimotor reaction rate, foot); tapping test foot (number of taps). The preschoolers’ physical development was estimated by anthropometric characteristics (body length and body mass) and dynamometry. Their physical fitness was rated by a standard set of tests reflecting the degree of display of speed-strength qualities, flexibility, coordination abilities, dexterity, static equilibrium. The test results were analyzed using the Statistica 10.0 software by Statsoft.

Results and discussion. It was found that preschoolers’ psychomotor development, as an essential component of their kinesiological potential, is determined, on the one hand, by their motor abilities (physical qualities and motor skills), on the other hand, by the ability to unlock the existing kinesiological potential when solving various sensorimotor tasks. The main integrative indicator of psychomotor development (PMD) is the outcome of psychomotor actions.

Table 1 represents the results of study of physical fitness, psychomotor and physical development of the 6-7 year-old preschoolers.

 

Table 1. Physical fitness, psychomotor and physical development rates in 6-7 year-old boys and girls

Note: р<0.05 – statistically significant differences.

 

The analysis of the differences in the motor fitness rates in the 6-7 year-old boys and girls conducted using the non-parametric mathematical statistics method – Mann-Whitney U-test, revealed some significant differences in the test "Forward bends from the sitting position" (p<0.05) (see Table 1), which suggests a higher level of flexibility in the 6-7 year-old girls. The results of the test "1kg medicine ball throws" were also found to differ statistically significantly (p<0.05) (see Table 1), which suggests a significantly high level of development of speed-strength qualities in the 6-7 year-old boys as opposed to their female peers. This trend is also observed in the degree of display of dexterity and coordination, i.e. the level of agility in the 6–7 year-old boys is higher than that in the girls. This should be taken into account while planning the content of the program on physical education for 6-7 year-old girls and boys.

Table 1 shows that the tests reflecting the level of physical development (anthropometry, dynamometry) of the 6-7 year-old boys and girls revealed no statistically significant differences (p>0.05) (see Table 1).

The objective criteria of the psychomotor development of a child, and consequently, the level of the functional state of the CNS and PNS, are the rates of sensorimotor reactions of varying degrees of complexity [2].

It should be noted that the study did not reveal any significant differences in the psychomotor development of the 6-7 year-old girls and boys (see Table 2).

 

Table 2. Psychomotor development rates in 6-7 year-old children, %

Test	High level	Average level	Low level
Light response time, hand	27	43	30
Sound response time, hand	9	24	67
Reaction time to a moving object	25	11	64
Choice reaction time	14	16	70
Tapping test, dominant hand	29	55	16
Light response time, foot	16	34	50
Sound response time, foot	29	14	57
Tapping test, dominant foot	23	54	23

 

Table 2 shows that a vast number of children have the low level of psychomotor development, as proved by the sound response time (67%), choice reaction time (70%), reaction time to a moving object (64%), etc.

The study found the 6-7 year-olds’ psychomotor indices to correlate with their dexterity rates – still quite low in fact.

Conclusion. Children’s psychomotor development, as a component of their kinesiological potential, is based on the complex psychophysiological functions of the central nervous system, which influence the mental processing rate; and the response time to external signals serves as an indirect indicator of development of children’s mental functions. Since psyche and motility are formed in children in an integrated manner, it can be expected that they mutually influence each other. Therefore, the task of modern pedagogy is to search and design the methods that would harmoniously affect all spheres of children’s development, without dividing the holistic process into separate components.

 

References

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Corresponding author: a.zagrevskaya@yandex.ru

 

Abstract

The study was designed to estimate and analyze psychomotor, physical development and physical fitness of preschoolers to improve the age-specific physical education and training system. Sampled for the study were the 6-7 year-old (n=84 including 42 boys and 42 girls) preschoolchildren. The psychomotor test indices were obtained using a computerized Sport Psycho-physiologist Test system; the physical development was estimated by anthropometric characteristics and dynamometry; and the physical fitness was rated by a standard set of tests. The test data showed significant gender-specific differences in the speed-strength, dexterity and movement coordination rates of the sample; and insignificant gender-specific differences in the psychomotor rates. The psychomotor indices were found to correlate with the dexterity rates – still quite low in fact. The study findings are recommended for application in the age-specific physical education service design.