Motor Skill Development in Italian Pre-School Children Induced by Structured Activities in a Specific Playground

Abstract

This study examined the effects and specificity of structured and unstructured activities played at the playground Primo Sport 0246 in Northern Italy on motor skill competence in five years old children. The playground was specifically designed to promote gross motor skills in preschool children; in this study 71 children from local kindergartens came to the park once a week for ten consecutive weeks and were exposed to 30 minutes of free play and 30 minutes of structured activities. Before and after the ten visits, each child completed nine tests to assess levels of motor skills, three for fine-motor skills and six for gross-motor skills. As control, motor skills were also assessed on 39 children from different kindergartens who did not come to the park. The results show that the experimental group who practiced gross-motor activities in the playground for 1 hour a week for 10 weeks improved significantly in 4 out of the 6 gross motor tasks and in none of the fine motor tasks. The data indicate that limited transfer occurred between tasks referring to different domains of motor competences while suggesting cross feeding for improvement of gross-motor skills between different exercises when domains related to physical fitness and strength of specific muscle groups are involved. These results are relevant to the issue of condition(s) appropriate for maintaining and developing motor skills in this age group as well as for the planning, organization and implementation of play and physical activities in kindergartens.

Cross-Cultural Aspects: Exploring Motor Competence Among 7- to 8-Year-Old Children From Greece, Italy, and Norway

“…In Norway 72% of 6-year-old children are participating in organized sports (66.2% of the girls and 77% of the boys), and at the age of 9 years, the amount has increased to 73.3% and 83.8%, respectively (Kolle et al, 2010). In this way, the findings in this study are supported by the dynamical systems view, underpinning that development of motor competence is enhanced by the specific environmental context (Thelen & Smith, 1994) including physical activity (Lopes et al, 2011;Tortella, Haga, Loras, Sigmundsson, & Fumagalli, 2016). Thus, the differences in motor competence between countries may be explained by factors such as differences in curriculum objectives and amount of time spent in different physical activities and movement experiences.…”

Physical Activity in Young Schoolchildren in After School Programs

“…The design of the outdoor area and equipment available is of great importance for the children's activity level and development and learning of motor skills. 39,40 The current study shows how organizational efforts associate with levels of PA intensity. During mandatory time outdoors, the activity level increased significantly among all children.…”

“…Thus, it is decisive that institutions, in which young children spend much of their waking hours, ensure sufficient opportunities for PA play. The design of the outdoor area and equipment available is of great importance for the children's activity level and development and learning of motor skills . The current study shows how organizational efforts associate with levels of PA intensity.…”

Physical activity in preschool children to fight obesity and related sleep disorders

“…An example of efficient intervention is the playground Primo Sport 0246 located in Trviso, northern Italy, which we have designed to specifically promote gross motor skills in 3-6 y old children. 42 The published study emphasizes the relevant role played by educators in fostering children motor competences; contrary to old believes on the significance of free-play in building motor expertise in children, the study showed the high impact that activities organized by educators (structured activities) had on increasing gross motor skills. Indeed, a relatively minimal participation to structured activities (1 hour repeated 10 times once a week for 10 weeks) caused significant advancements in skills related to manuality and balance.…”