Effect of a Music and Movement Programme on Development of Locomotor Skills by Children 4 to 6 Years of Age

Derri, Vassiliki; Tsapakidou, Aggeliki; Zachopoulou, Evridiki; Kioumourtzoglou, Efthimis

doi:10.1080/1740898010060103

Cited by 59 publications

(66 citation statements)

References 5 publications

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“…Many studies reinforce the view that an organised motor/movement program promotes motor development in preschool children (Derri et al, 2001;Kambas et al, 2005;Venetsanou & Kambas, 2004;Barta et al, 2007;Livonena et al, 2011).…”

Section: Introductionmentioning

confidence: 55%

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Locomotor Development of Children Aged 3.5 to 5 Years in Nursery Schools in Greece

Tsapakidou¹,

Stefanidou²,

Tsompanaki³

2014

RES

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The present study was designed to examine the effect of an intervention program on nursery school children's locomotor development. Participants were 98 children (50 boys and 48 girls) aged 3.5-5 from three preschools of the Municipality of Kalamaria, in Greece. The 49 children who formed the experimental group participated for two months in 16 organised courses, designed to develop basic motor skills. The measurement tool used to evaluate the sample before and after the intervention was Urlich's test of gross motor development (TGMD-2, 2000). The statistical analysis showed that the experimental group after the intervention program performed better than the control group without statistically significant differences between the sexes. The results showed that educators should incorporate corresponding motor programs in their daily schedule, although there is currently no curriculum for nursery school that includes them.

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Section: Introductionmentioning

confidence: 55%

“…The combination of music and movement and the use of the tambourine, as well as rhythmic activities that were included in this mobility program played an important role in the implementation of the program of this research, as it enhanced children's motor performance (Zachopoulou et al, 2004;Derri et al, 2001). …”

Section: Discussionmentioning

confidence: 99%

Locomotor Development of Children Aged 3.5 to 5 Years in Nursery Schools in Greece

Tsapakidou¹,

Stefanidou²,

Tsompanaki³

2014

RES

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“…Many studies give evidence that physical activity intervention programs promote the motor development in preschool children. For example, movement programs improved children's skills like galloping, leaping, horizontal jump and skipping (Derri, Tsapakidou, Zachopoulou, & Kioumourtzoglou, 2001) and motor performance like coordination and physical fitness (Krombholz, 2012). However, the number of high quality randomized controlled trials in preschool age group is low and reported results are conflicting (Riethmuller, Jones, & Okely, 2009).…”

Section: Introductionmentioning

confidence: 99%

Effects of a kindergarten-based, family-involved intervention on motor performance ability in 3- to 6-year-old children: the ToyBox-study

Birnbaum

Geyer

Kirchberg

et al. 2016

Journal of Sports Sciences

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This study aimed to examine the effect of the ToyBox-intervention, a kindergarten-based, family-involved intervention on different components of motor performance ability in children aged 3 to 6 years. We also assessed the influence of demographic and anthropometric, social and behavioural factors on effects of the intervention. The intervention and control were cluster-randomized (2:1 ratio) and children's anthropometry and two motor test items covering coordination (jumping from side to side, JSS) and strength (standing long jump, SLJ) were assessed before and after the intervention over one year. 1,293 children with different socio-economic status from 45 kindergartens in Germany were included (intervention, n=863; control, n=430). The intervention group showed a better improvement in JSS over time (P=0.01) and tended to improve better in SLJ (P=0.08). The intervention was more effective in boys than in girls with respect to SLJ (P=0.01). Children aged <4.5 years did not show a significant benefit of the intervention while older children improved (SLJ, P=0.004; JSS, P=0.04). The subgroup of children with low SES improved in JSS (P=0.0001) whether no significant changes were detectable in the subgroups with medium and high SES. The ToyBox-intervention improved specific components of motor performance ability in early childhood. Future programs should consider specific targeting of subgroups based on gender, age and SES.

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“…The claim that children 'need' to develop particular skills in order to 'access' sports and other physical activities when they are older is regularly cited throughout the literature as a justification for physical education (e.g. Derri et al, 2001;Jess, Dewar & Fraser, 2004). I suggest, however, that…”

Section: Discussionmentioning

confidence: 99%

“…A motor skill development discourse prevails in much physical education research, including in research specifically concerned with young children's physical education (e.g. Derri et al, 2001;Martin, Rudisill & Hastie, 2009;Zachopoulou, Tsapakidou & Derri, 2004). Again, motor skill development is often positioned by researchers as a linear, age-related series of stages (Burrows, 1999).…”

Section: Developmental Assumptions Thus Influence People's Views Of Wmentioning

confidence: 99%

Experiences and Outcomes of Preschool Physical Education: An Analysis of Developmental Discourses in Scottish Curricular Documentation

McEvilly

2014

Contemporary Issues in Early Childhood

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This article provides an analysis of developmental discourses underpinning preschool physical education in Scotland's Curriculum for Excellence. Implementing a post-structural perspective, the article examines the preschool experiences and outcomes related to physical education as presented in the Curriculum for Excellence ‘health and wellbeing’ documentation. The article interrogates the ways in which developmental discourses are evident throughout this and related documentation and how these discourses might ‘work’ to produce specific effects on practitioners and children as they are deployed and taken up in Scottish preschool education contexts. This analysis involves speculating about potential consequences for practitioners' and children's experiences and subjectivities. In conclusion, it is suggested that practitioners should critically engage with the curriculum, as uncritical acceptance of the discourses underpinning it could lead to practices that may have negative consequences. Furthermore, the article proposes that future research should investigate the ways in which the discourses privileged in the Curriculum for Excellence ‘health and wellbeing’ documentation are taken up and negotiated in Scottish preschool settings.

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Effect of a Music and Movement Programme on Development of Locomotor Skills by Children 4 to 6 Years of Age

Cited by 59 publications

References 5 publications

Locomotor Development of Children Aged 3.5 to 5 Years in Nursery Schools in Greece

Locomotor Development of Children Aged 3.5 to 5 Years in Nursery Schools in Greece

Effects of a kindergarten-based, family-involved intervention on motor performance ability in 3- to 6-year-old children: the ToyBox-study

Experiences and Outcomes of Preschool Physical Education: An Analysis of Developmental Discourses in Scottish Curricular Documentation

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