THE CONTRIBUTION OF FOOTBALL ELEMENTS TO THE ACTIVITIES OF PRESCHOOL CHILDREN IN THE PHYSICAL EDUCATION CLASS

Miloš Nikolić, Zlatko Ahmetović, Zoran Đokić

DOI Number
https://doi.org/10.22190/FUTLTE221011014N
First page
189
Last page
195

Abstract


The goal of this research was to examine the contribution of an innovative program that contains football elements to the activity of preschool children in physical education classes. The research was carried out using a quasi-experimental design with two classes of children of preschool age at Preschool Institution "Cika Jova Zmaj" from Pirot, divided into an experimental (18 subjects) and a control group (16 subjects). The standard physical education program and the experimental football program were implemented over the course of 12 weeks, with a total of 36 hours of physical education or training. The results showed that there are statistically significant differences in the active time of the subjects in class in favor of the experimental group and that this difference was the largest in the seventh week. This research proposes the elements of the football game as one of the traditional forms of physical exercise that shall contribute to the comprehensive motor development of preschool children and additionally activate them in physical education classes.

Keywords

children's activities, preschool age, football

Full Text:

PDF

References


Barbosa, H. C., & Oliveira, A. R. D. (2016). Physical activity of preschool children: A review. Physiother. Rehabil, 1(2), 111. https://doi.org/10.4172/2573-0312.1000111

Barnett, L. M., Van Beurden, E., Morgan, P. J., Brooks, L. O., & Beard, J. R. (2009). Childhood motor skill proficiency as a predictor of adolescent physical activity. The Journal of Adolescent Health, 44, 252-259. https://doi.org/10.1016/j.jadohealth.2008.07.004

Barnett, L. M., Morgan, P. J., Van Beurden, E., Ball, K., & Lubans, D. R. (2011). A reverse pathway? Actual and perceived skill proficiency and physical activity. Medicine and Science in Sports and Exercise, 43, 898-904. https://doi.org/10.1249/MSS.0b013e3181fdfadd

Barnett, L., M., Salmon, J., and Hesketh, K., D. (2016). More active pre-school children have better motor competence at school starting age: an observational cohort study. BMC Public Health, 16(1), 1-8.

Binkley, T., & Specker, B. (2004). Increased periosteal circumference remains present 12 months after an exercise intervention in preschool children. Bone, 35, 1383-1388. https://doi.org/10.1016/j.bone.2004.08.012

Blagajac, S. (1995). Igra mi je hrana – Metodika fizičkog vaspitanja dece predškolskog uzrasta. Beograd: Asocijacija „Sport za sve“.

Bull, F. C., Biddle, S., Buchner, D., Ferguson, R., Foster, C., & Fox, K. (2010). Physical activity guidelines in the UK: review and recommendations. School of Sport, Exercise and Health Sciences, Loughborough University.

Cairney, J., Kwan, M. Y., Hay, J. A., & Faught, B. E. (2012). Developmental coordination disorder, gender, and body weight: examining the impact of participation in active play. Research in Developmental Disabilities, 33(5), 1566-1573. https://doi.org/10.1016/j.ridd.2012.02.026

Carroll, B. & Loumidis, J. (2001). Children’s perceived competence and enjoyment in physical education and physical activity outside school. European Physical Education Review, 7, 24-43. https://doi.org/10.1177/1356336X010071005

Cliff, P. D., Okely, A. D., Smith, L. M. & Mc Keen, K. (2009). Relationship between Fundamental Movement Skills and Objectively Measured Physical Activity in Preschool Children. Ped Exercise SCI, 21(4), 436-449.

Findak, V., Delija, K., Mraković, M., & Metikoš, D. (1996). Racionalizacija vremena na satutjelesne i zdravstvene culture u predškoli – mlađa dobna skupina. Kineziologija, 28(1), 20-24.

Fisher, A., Reilly, J. J., Kelly, L. A., Montgomery, C., Willamson, A., Paton, J. Y., & Grant, S. (2005). Fundamental Movement Skills and Habitual Physical Activity in Young Children. Medicine & Science in Sports& Exercise, 37(4), 684-688. https://doi.org/10.1249/01.mss.0000159138.48107.7d

Goldfield, G. S., Harvey, A., Grattan, K., & Adamo, K. B. (2012). Physical activity promotion in the preschool years: a critical period to intervene. International journal of environmental research and public health, 9(4), 1326-1342. https://doi.org/10.3390/ijerph9041326

Hamza, I. (1999). Efikasnost aktivne i pasivne metode verbalizacije učenjagimnastičkih vežbi u predškolskom uzrastu [Neobjavljena doktorska disertacija]. Novi Sad: Univerzitet u Novom Sadu.

Jaksic, D., Mandic, S., Maksimovic, N., Milosevic, Z., Roklicer, R., Vukovic, J., et al. (2020). Effects of a nine-month physical activity intervention on morphological characteristics and motor and cognitive skills of preschool children. International Journal of Environmental Research and Public Health, 17(18), 6609. https://doi.org/10.3390/ijerph17186609

Janković, M. (2011). Aktivnost i angažovanoist predškolske dece na usmerenim telesnim aktivnostima [Neobjavljen master rad]. Novi Sad: Fakultet sporta i fizičkog vaspitanja.

Oliver, M., Schofield, G. M., & Kolt, G. S. (2007). Physical activity in preschoolers. Sports medicine, 37(12), 1045-1070. https://doi.org/10.2165/00007256-200737120-00004

Perić, D. & Tišma, M. (2014). Uloga motoričkog ponašanja dece predškolskog uzrasta u formiranju pojma o sebi. TIMS Acta, 8, 31-40. https://doi.org/10.5937/timsact8-5067

Ratković, R. (2015). Metodika fizičkog vaspitanja za studente visokih strukovnih škola za obrazovanje vaspitača. Pirot: Visoka škola za vaspitače.

Ružić, E., Marincel, M., & Runjić, K. (2006). Efektivno vježbanje na satu tjelesne i zdravstvene kulture u predškolskom odgoju. Kvaliteta rada u području edukacije, sporta i sportske rekreacije/15. Ljetna škola kineziologa Republike Hrvatske (pp. 327-331). Zagreb: Hrvatski kineziološki savez.

Saakslahti, A., Numminen, P., Varstala, V., Helenius, H., Tammi, A., Viikari, J., and Valimaki, I. (2004). Physical activity as a preventive measure for coronary heart disease risk factors in early childhood. Scand. J. Med. Sci. Sports, 14, 143-149. https://doi.org/10.1111/j.1600-0838.2004.00347.x

Sharma, S. V., Chuang, R. J., Skala, K., & Atteberry, H. (2011). Measuring physical activity in preschoolers: reliability and validity of the System for Observing Fitness Instruction Time for Preschoolers (SOFIT-P). Measurement in physical education and exercise science, 15(4), 257-273.

Timmons, B. W., LeBlanc, A. G., Carson, V., Connor Gorber, S., Dillman, C., Janssen, I., et al. (2012). Systematic review of physical activity and health in the early years (aged 0-4 years). Applied Physiology, Nutrition, and Metabolism, 37(4), 773-792. https://doi.org/10.1139/h2012-070

Tucker, P. (2008). The physical activity levels of preschool-aged children: A systematic review. Early Childhood Research Quarterly, 23(4), 547-558. https://doi.org/10.1016/j.ecresq.2008.08.005

Višnjić, D., Jovanović, A., & Miletić, K. (2004). Teorija i metodika fizičkog vaspitanja. Beograd: Fakultet sporta i fizičkog vaspitanja Univerziteta u Beogradu.

Williams, H. G., Pfeiffer, K. A., O'neill, J. R., Dowda, M., McIver, K. L., Brown, W. H. & Pate, R. R. (2008). Motor skill performance and physical activity in preschool children. Obesity, 16(6), 1421-1426. https://doi.org/10.1038/oby.2008.214

Živkov, A. (2013). M. Antropomotoričke dimenzije dece predškolskog uzrasta. Krugovi detinjstva, 1-2, 136-146.




DOI: https://doi.org/10.22190/FUTLTE221011014N

Refbacks

  • There are currently no refbacks.


ISSN 2560 – 4600 (Print)
ISSN 2560 – 4619 (Online)