Effects of Physical Activity Promotion Program for Preschoolers 2-5 year of age on Physical Fitness, Emotional, Social and Cognitive Development Contributing to PA Literacy
The purposes of this research were 1) to study and compared the effects of physical activity promotion program on physical fitness, emotional, social, and cognitive development contributing to PA Literacy for preschoolers (2-5 year of age) and 2) to develop school administrators and teachers in physical activity program for preschoolers. The samples were recruited from 41 schools located in urban and rural areas in the North of Thailand. In this program, the preschoolers (n=2,635) participated in physical activities for 16 weeks. They performed 40-minute daily physical activities for five days a week. The pretest and the posttest on physical fitness, emotional, social, and cognitive development of preschoolers were administered. In addition, the pretest and the posttest on physical activity knowledge of schools’ administrators (n=41) and teachers (n=127) were administered. Mean differences of pretest and posttest were analyzed by t-test .
The results revealed that after completing physical activity promotion program, preschool boys and girls improved significantly in physical fitness (p<.01) as well as in emotional, social, and cognitive development (p<.01). In addition, preschool administrators and teachers’ physical activity knowledge improved significantly (p<.01). In conclusion, the physical activity promotion program for preschoolers (2-5 year of age) could be embedded in instructional management effectively, resulting in improvement in physical fitness, emotional, social, and cognitive development. In addition, this program could promote preschool teachers’ physical activity knowledge for preschoolers. As a result, preschool teachers could utilize this knowledge to promote physical activities for students.
Biddle, S. J. H., Atkin, A. J., Cavill, N., & Foster, C. (2011). Correlates of physical activity in youth: A review of quantitative systematic reviews. Int. Rev. Sport Exerc. Psychol, 4(1), 25–49. https://doi.org/10.1080/1750984X.2010.548528
Chang, Y. & Etnier, J.L. (2019). Chronic exercise and cognitive function: An update of current findings. International Journal of Sport and Exercise Psychology, 17(2), 85-88. DOI: 10.1080/1612197X.2019.1597460
Donnelly, J.E., Hillman, C.H., Castelli, D., Etnier, J.L., Lee, S., Tomporowski, P., Lambourne, K., & Szabo-Reed, A.N. (2016). Physical activity, fitness, cognitive function and academic achievement in children: A systematic review. Med Sci Sports Exerc, 48(6), 1197-1222. DOI: 10.1249/MSS.0000000000000901
Erickson, K.L., Hillman, C.H., & Kramer, A.F. (2015). Physical activity, brain, and cognition. Current Opinion in Behavioral Sciences, 4(1), 27-32. https://doi.org/10.1016/j.cobeha.2015.01.005
Etnier, J.L. & Chang, Y. (2019). Exercise, cognitive function, and the brain: Advancing our understanding of complex relationships. Journal of Sport and Health Science. 8(4), 299-300. 10.1016/j.jshs.2019.03.008
Gomez-Pinilla, F. & Hillman, C. (2013). The influence of exercise on cognitive abilities. Compr. Physiol, 3(1), 403-428.
Intaraprawat, C. (2011). Readiness of the learners. Nakhon Ratchasima: Suranaree University of Technology. (In Thai)
Knapen, J., Sommerijns, E., Vancampfort, D., Sienaert, P., Pieters, G., Haake, P., Probst, M., & Peuskens, J. (2009). State anxiety and subjective well-being responses to acute bouts of aerobic exercise in patients with depressive and anxiety disorders. British Journal of Sports Medicine, 43(10), 756–759.
Kubesch, S., Walk, L., Spitzer, M., Kammer, T., Lainburg, A., Heim, R., & Hille, K. (2009). A 30-minute physical education program improves students’ executive attention. Mind Brain and Education, 3(4), 235-242. DOI: 10.1111/j.1751-228X.2009.01076.x
Livonen, S., Saakslahti, A., & Nissinen, K. (2011). The development of fundamental mortor skills of four-to five-year-old preschool children and the effects of a preschool physical education curriculum. Early Child Development and Care, 181(3), 335-343.
SaeIiu, C. (2018). Iu Mien tribe child rearing culture. Rajabhat Chiang Mai Research Journal. 19(2), 75-87. (In Thai)
Samahito, S. (2006). Tests and benchmarks of the physical fitness which connect to the health for children 4-6 years old. Bangkok: Committee of Promoting Exercise and Sport for Health in Educational Institutions. Thai Health Promotion Foundation. (In Thai)
Sangsutiphong, P., Udakan, Y., Sri Tubtim, P., Kasiyaphat., A., Samranbamrung, P., & Jomkham, K. (2018). Promotion of physical activity and creative space for students in the Child Tantipalajiva, K. (2008). Organizing learning activities for early childhood. Bangkok: Brain-Base Book. (In Thai)
Sangsutiphong, P., Udakan, Y., Sri Tubtim, P., Kasiyaphat., A., Samranbamrung, P., & Jomkham, K. (2018). Promotion of physical activity and creative space for students in the Child Development Center. Buabantid Journal of Educational Administration (BUAJEAD). 18(3), 328-341. (In Thai)
Sanguanrungsirikul, S. (2003). Physical activity recommendations for children (2-12 years old). Nonthaburi: Department of Health. (In Thai)
Mandolesi, L., Polverino, A., Montuor, S., Foti, F., Ferraioli, G., & Sorrentino, G. (2018). Effects of physical exercise on cognitive functioning and wellbeing: Biological and psychological benefits. Frontiers in Psychology, 9(1), 1-11.
Sibley, B.A. & Etnier, J.L.. (2003). The relationship between physical activity and cognition in children: A meta-analysis. Pediatric Exercise Science, 15(3), 243-256. DOI: 10.1515/ijsl.2000.143.183
Sigmundsson, H., & Haga, M. (2016). Motor competence is associated with physical fitness in four - to six-year-old preschool children. European Early Childhood Education Research Journal, 24(3), 477-488.
Tomporowski, P.D., Davis, C.L., Miller, P.H., & Naglieri, J.A. (2008). Exercise and children’s intelligence, cognition, and academic achievement. Educ Psychol Rev, 20(1), 111–131.
World Health Organization. (2019). Guidelines on physical activity, sedentary behavior and sleep for children under 5 years of age. Retrieved from https://www.who.int/ publications-detail/guidelines-on-physical-activity-sedentary-behaviour-and-sleep-for-children-under-5-years-of-age.
World Health Organization. (2010). Global recommendations on physical activity for health. Retrieved from https://apps.who.int/iris/handle/10665/44399.
Zamani, S. SH., Fathirezaie, Z., Brand, S., Pühse, U., Holsboer-Trachsler, E., Gerber, M., & Talepasand S. (2016). Physical activity and self-esteem: testing direct and indirect relationships associated with psychological and physical mechanisms. Neuropsychiatric Disease and Treatment , 12(1), 2617–2625. https://doi.org/10.2147/NDT.S116811
Zubala, A., MacGillivray, S., Frost, H., Kroll, T., Skelton, D.A., Gavine, A., Gray, N. M., Toma, M., & Morris, J. (2017). Promotion of physical activity interventions for community dwelling older adualts: A systematic review of reviews. PLOS ONE, 12(7), 1-36.
Copyright (c) 2020 Rajabhat Chiang Mai Research Journal
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
1. Articles, information, content, images, etc. that are published in "Chiang Mai Rajabhat Research Journal" is the copyright of Chiang Mai Rajabhat Research Journal. Chiang Mai Rajabhat University. If any person or organization wants to distribute all or any part of it or do any action Must have written permission from the Chiang Mai Rajabhat Research Journal, Chiang Mai Rajabhat University.
2. Content of articles appearing in the journal is the responsibility of the author of the article. The journal editor is not required to agree or take any responsibility.