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Effects of Different Teaching Approaches on Proxy Measures of Physical Fitness of Italian Kindergarten Children

Author

Listed:
  • Patrizia Tortella

    (Faculty of Human and Society Sciences, University of Enna “Kore”, 94100 Enna, Italy)

  • Antonella Quinto

    (Faculty of Human and Society Sciences, University of Enna “Kore”, 94100 Enna, Italy)

  • Guido Francesco Fumagalli

    (Research Center on Child Motor Development, Department of Diagnostics and Public Health, University of Verona, 37129 Verona, Italy
    These authors contributed equally to this work.)

  • Mario Lipoma

    (Faculty of Human and Society Sciences, University of Enna “Kore”, 94100 Enna, Italy)

  • David Stodden

    (Department of Physical Education, University of South Carolina, Columbia, SC 29208, USA)

  • Francesco Sgrò

    (Faculty of Human and Society Sciences, University of Enna “Kore”, 94100 Enna, Italy
    These authors contributed equally to this work.)

Abstract

Developing physical fitness (PF) behaviors early in life enhances physical development and facilitates sustained participation in physical activity and sports across childhood. This study addressed the effect of different teaching approaches on precursors of PF in kindergarten children. A total of 178 children (5.45 ± 0.40 years, female = 92) from 11 classes were organized into three groups. Group 1 (structured activity + free play) and Group 2 (only free play) attended the same playground (PrimoSport0246) for one hour/week for 10 weeks. Group 3 (structured activity + free play in kindergarten) followed their standard physical education curriculum at school. PF tests (standing long jump, medicine ball throw, and 20 m running speed) were administered pre- and post-intervention. Factorial ANOVA was implemented using a percentage change in PF performance (PFC) as the dependent variable, and teaching approaches, gender, and age as factors. Group 1 demonstrated significant improvements in fitness performance compared with Groups 2 and 3. Moderate to large effect sizes (Cohen’s d range: 0.68–1.40) were noted in both males and females. Six-year-old demonstrated the greatest improvement in composite PFC compared to Groups 2 and 3. A structured teaching plan, even with a limited dose of once per week, supported the development of PF attributes in kindergarteners.

Suggested Citation

  • Patrizia Tortella & Antonella Quinto & Guido Francesco Fumagalli & Mario Lipoma & David Stodden & Francesco Sgrò, 2023. "Effects of Different Teaching Approaches on Proxy Measures of Physical Fitness of Italian Kindergarten Children," IJERPH, MDPI, vol. 20(10), pages 1-12, May.
    • Handle: RePEc:gam:jijerp:v:20:y:2023:i:10:p:5792-:d:1144837
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    References listed on IDEAS

    as
    1. Toby C. T. Mak & Derwin K. C. Chan & Catherine M. Capio, 2021. "Strategies for Teachers to Promote Physical Activity in Early Childhood Education Settings—A Scoping Review," IJERPH, MDPI, vol. 18(3), pages 1-14, January.
    2. Guangxu Wang & Yahua Zi & Bo Li & Shan Su & Lei Sun & Fei Wang & Chener Ren & Yang Liu, 2022. "The Effect of Physical Exercise on Fundamental Movement Skills and Physical Fitness among Preschool Children: Study Protocol for a Cluster-Randomized Controlled Trial," IJERPH, MDPI, vol. 19(10), pages 1-16, May.
    Full references (including those not matched with items on IDEAS)

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