Examining the Effects of “Activity Education with Coordination” on the Development of Balance and Arm Power in 6-Year-Old Primary School Children

Abstract

This study was conducted to examine the effects of 8-week "Activity Education with Coordination" on the development of balance and arm power properties of 6-year-old primary school children. The Study Group consisted of 30 six-year-old children; and the Control Group consisted of another 30 students who were also 6 years old. The students were included in this study after their families were contacted and their consents were received. In order to examine the effects of "Activity Education with Coordination" on 6-year-old primary school children, static and dynamic balance and Griping and finger power motor performance tests were applied. In analyzing the data, the statistical package program was used. To find the difference between the Study Group and the Control Group, the Independent t Test was used, and to find the difference between the Pre and Post Tests of both groups, the Paired Samples t Test was used. According to the statistical results, no significant differences were found among all the variables in the Pre Test values (p>0,05). Among the Post Test values of the Study and the Control Group, meaningful differences were found between the average values of the right hand finger power, dynamic and static balance test values (p<0,001); between the average values of the right hand Griping power and left hand finger power (p<0,01); between the average values of the left hand Griping power (p<0,05) in favor of the Study Group. Among the Post Test values of the Study and the Control Group, meaningful differences were found between the average values of the right hand finger power, and dynamic and static balance values (p<0,001); between the average values of the right and left hand griping power (p<0,05); between the average values of the left hand griping power (p<0,01) in favor of the Post test. Among the Pre and Post test results of the Control Group, meaningful differences were found between the average values of the right hand finger and grip power, the dynamic balance test values (p<0,05); between the average values of the left hand finger power and the static balance results (p<0,01); in favour of Post tests. No meaningful differences were found between the averages of the left hand Griping power (p>0,05). As a conclusion, it is understood that, planned and long term Activity education with Coordination program will improve the static and dynamic balance and Griping and finger power motor skills of 6-year-old children.

The Effects of Coordination and Movement Education on Pre School Children's Basic Motor Skills Improvement

“…On the other hand, Çağlak (1999), apart from the conventional methods of education, compared the education on the concept of energy with the education of physical activities in the children aged between 5-6. As a result, it was put forward that as the education on the concept of energy was concerned, the physical education activities in the children aged 5-6 were more effective than the conventional education [13,14,15,16,17,18,19,20,21,22]. Chatrath (2002), in his study in which the physical fitnesses/adaptabilities of the children living in the cities of the USA were analyzed, emphasized the fact that the children whose activities were supposed to be kept at high levels but were ignored had suffered from cardiovascular problems during their adulthood; thus, he came to the conclusion that it was of great importance to pay attention to the activity programs performed during childhood.…”

“…In conclusion; These results seem to support the fact that the field experts in these practices are not proficient in participating in the activities, and that the movement education programs provided for children consist of extremely insufficient and single-level practices in terms of coordination skills, and that the activities regarding movement education must be implemented only after the experts involved in this field or those experienced in this field have provided the necessary in-service training for the instructors of pre-school movement education. When the studies regarding movement and physical activity for healthy growth in pre-school children and the international literature are taken into consideration, it is thought that guidelines on physical activity, movement and games must be very urgently prepared for families, instructors and institutions during the pre-school period, and that convenient and equal conditions must also be provided in terms of physical activity and movement in pre-school institutions [18,22]. The development of basic motor movements of the children in the experimental group in which the movement education method through coordination was practised was observed to have shown a much better progress than the basic motor movements of those in the control group, and the difference between them was found to be in favour of the experimental group.…”

The Effect of Coordinated Teaching Method Practices on Some Motor Skills of 6? Year?Old Children

“…Studies by Rutledge (1993) and Parish, Rudisill and Onge ( 2007) noted that the activities on movement education performed through planning and for a long term were of importance for the education and development of motor skills when compared with leisure game activities, whereas they concluded that the game environment was not a determinant in acquiring motor skills. Results of other studies have shown that the development of motor skills, physical development, and physical aptitude components proved to be higher in children on whom different movement education models were performed (Kerkez, 2004;Dursun, 2004;Altinkok, 2006;Kerkez, 2006;Ozturk, 2009;Celebi, 2010;Fuchslocher, Romann & Gulbin, 2013;Boz, 2011;Altinkok 2015;Altınkök, 2016). Korkmaz & Erol (2004) concluded that the teachers educated and trained in Turkey did not support the coordinative abilities during the learning-teaching processes at a necessary and sufficient level.…”

Acute effects of different stretching and warm up protocols on some anaerobic motoric tests, flexibility and balance in junior male judokas

“…The shortest performance was separated from the other two performances, and the best one was taken and recorded as the Test Point. If the judokas made more than 15 mistakes within 30 seconds after they regained the balance, they are given (0) point [20].…”