Ignite Creation Date:
2024-05-06 @ 8:16 PM
Last Modification Date:
2024-10-26 @ 3:24 PM
Study NCT ID:
NCT06315036
Status:
COMPLETED
Last Update Posted:
2024-03-18
First Post:
2024-03-07
Brief Title:
Effects of Developmental Gymnastics on Preschoolers Motor Skills
Sponsor:
University of Novi Sad
Organization:
University of Novi Sad
Study Overview
Official Title:
Effects of Developmental Gymnastics Exercise Program on Preschoolers Motor Skills a Randomized Controlled Trial
Status:
COMPLETED
Status Verified Date:
2024-03
Last Known Status:
None
Delayed Posting:
No
If Stopped, Why?:
Not Stopped
Has Expanded Access:
False
If Expanded Access, NCT#:
N/A
Has Expanded Access, NCT# Status:
N/A
Acronym:
GymKids
Brief Summary:
Background During childhood physical activity PA is considered indispensable for developing motor skills through movement in the early stages of human development Being active helps individuals develop fine and gross motor skills GMS by promoting an active lifestyle Notably this phase characterized by regular PA and attaining motor competence is associated with many health-related benefits Early motor intervention programs have garnered attention for their positive influence on childrens motor skills as evidenced by various studies A spectrum of more specialized methods is available alongside these general approaches including programs designed to augment the time dedicated to general PA within school environments Previous research has demonstrated the efficacy of incorporating experimental exercise interventions grounded in enjoyable activities and game drills into the curriculum significantly improving childrens basic motor skills Many research articles have explored the impact of developmental gymnastics DG on childrens fitness indicating that gymnastics training can produce numerous beneficial outcomes for childrens physical fitness
Method and Materials Three hundred preschool children were assigned to either a gender-balanced group participating in a DG exercise program EG n99 or a control group CG n121 While individuals in the CG followed three structured extracurricular physical activities per week in kindergarten the EG participants received 60 minutes of the DG exercise program two days a week The Test of Gross Motor Development-2 TGMD-2 was used to assess GMS
Aim The study aimed to determine if participation in a structured DG program could improve GMS among preschool children compared to those in a group that attended extracurricular physical activities in a kindergarten
Method and Materials Three hundred preschool children were assigned to either a gender-balanced group participating in a DG exercise program EG n99 or a control group CG n121 While individuals in the CG followed three structured extracurricular physical activities per week in kindergarten the EG participants received 60 minutes of the DG exercise program two days a week The Test of Gross Motor Development-2 TGMD-2 was used to assess GMS
Aim The study aimed to determine if participation in a structured DG program could improve GMS among preschool children compared to those in a group that attended extracurricular physical activities in a kindergarten
Detailed Description:
Study design Developmental gymnastics DG presents a specialized form of gymnastics focusing on individuals physical cognitive and motor development typically children The study aimed to determine the effects of DG which lasts nine months on preschoolers gross motor skills GMS The study presents an Interventional study to improve motor abilities and the main objective is prevention The study model is parallel with two groups
Participants The initial sample of respondents n350 was recruited through an open project application lasting two months from 1 July 2021 to 1 September 2021 from which 300 preschool children aged 4-7 were selected for this randomized controlled interventional study The recruitment process was completed after the selection process and the optimal sample of subjects was filled out The study sample underwent stratified randomization resulting in the division into either EG Experimental Group - 1 or CG Control Group - 2 When stratifying researchers used proportionate sampling to maintain the correct proportions of genders in every group The intervention program started with a group of 150 children in EG and at the same time 150 children in CG started a kindergarten educational program in a Preschool Institution Throughout the nine months of the experimental program 51 children from the intervention group and 29 from the control group were excluded from the final analyses due to injury flu illness or attendance at classes falling below 80 Finally 99 children 54 boys 45 girls who composed the EG and 121 children 64 boys 57 girls who composed the CG were analyzed for the effects of the DG After nine months a total of 220 participants were included in the final analysis The parents or guardians of each child provided written informed consent and the study received approval from the institutional ethics committee at the Faculty of Sport and Physical Education University of Novi Sad ethical approval number 46-06-042020-1
Testing procedures
Secondary outcome - Anthropometric measures Anthropometric data including height and weight were collected before the motor competence and physical fitness assessment Following Martins guidelines body height was measured using a fixed anthropometer GPM Anthropometer 100 DKSH Switzerland Ltd Zurich Switzerland 01 cm Body mass was measured with a digital balance BC1000 Tanita Japan 01 kg following the guidelines proposed by the International Biological Program IBP The body mass index BMI was calculated using the weightheight2 kgm2 formula based on the provided height and weight values
Primary outcome - TGMD-2 The Test of Gross Motor Development - 2 TGMD-2 is a standardized test to assess gross motor functioning in children aged 3 through 10 Researchers have previously utilized the TGMD-2 which demonstrates high reliability and minimal test error instilling confidence in its application The TGMD-2 measures 12 fundamental motor skills divided into two subcategories The locomotor subtest consists of six skills run hop gallop leap horizontal jump and slide The object control subtest includes six skills hitting a stationary ball dribbling while stationary catching kicking throwing overhand and rolling underhand Motor competence was assessed with the TGMD-2 using the detailed instruction manual by examiners trained in physical education with prior experience in TGMD-2 measurements Experienced researchers in test assessments coordinated and supervised the assessments Each test took approximately 15-20 minutes and was performed indoors The assessments were carried out recorded and coded at the Gymnastics Center Faculty of Sport and Physical Education University of Novi Sad Serbia from 1 September 2021 to 15 September 2021 Following a visual demonstration each participant performed all 12 skills of the TGMD-2 receiving one practice attempt and two assessment trials for each skill Each skill consists of three to five performance criteria with one score assigned if the criterion is present and zero if not Total scores for each skill and subtest were calculated ranging from 0 to 48
Interventions The Developmental Gymnastics Exercise Program The nine-month DG exercise program from 15 September 2021 to 15 May 2022 was conducted indoors in a well-equipped gymnasium Trained physical education teachers and gymnastics experts led the training sessions twice weekly on Tuesday and Thursday without a break throughout the experimental period Each session lasted for 60 minutes and covered a range of gymnastics activities and exercises with each week focusing on specific categories of GMS such as stability trunk strength locomotor skills running hopping skipping and manipulation ball skills The program also introduced children to fundamental elements of DG and was meticulously structured incorporating frontal and group work primarily circuit training polygon or repetitive station training Obstacle courses were designed to incorporate various gymnastic apparatus and props encouraging problem-solving through gymnastic and athletic exercises and elementary games The number of repetitions sets and complexity of exercises and routines gradually increased in the central part of the session as children could perform them quickly accompanied by external cues such as sweating blushing spontaneous breaks and heart rates The training structure consisted of three parts I A 15-minute warm-up with diverse movements speed-varied exercises activities for flat feet stretching corrective and preventive exercises for posture improvement and a focus on proper performance awareness II The central part lasted 40 minutes and included reviewing and practicing previous skills introducing and practicing new skills engaging in competitive activities and conditioning exercises III A 5-minute cool-down involving stretching coaching feedback and informal discussion about sports exercise and daily activities A positive and friendly atmosphere was maintained throughout each training session accompanied by suitable kids music especially during the introduction and preparation phases Basic principles and procedures were adapted from previous research
In contrast the CG adhered to their routine engaging in three structured extracurricular physical activity sessions per week each lasting approximately 45 minutes A physical education specialist and a kindergarten teacher led these sessions They were designed to enhance fundamental locomotor skills eg hopping skipping jumping crawling and navigating obstacles and manipulative skills involving balls bricks and toys The primary objective was to create an environment where children could enjoy and have fun during exercise According to the National Program for Kindergarten Physical Education Classes the standardized program predominantly featured frontal and group activities encompassing traditional games and dances and included different training forms The authors did not thoroughly provide detailed information about the intervention program
Statistical analyses Unless otherwise specified data are presented as mean and 95 confidence intervals 95 CIs An independent samples t-test was conducted to examine whether the baseline study outcomes varied among the groups Normality was confirmed using the Kolmogorov-Smirnov test and homogeneity of variances and covariance matrices were accepted through Levenes and Boxs tests respectively The raw scores of each study outcome were modeled using a 2x girls vs boys 2x EG vs CG and 2 initial vs final testing mixed ANCOVA Model 1 to test confounding effects of gender age and BMI on intervention effects The main effects of gender age and BMI were inspected to assess whether the study outcomes depended on these factors This examination aimed to determine whether gender age and BMI could control the effects of the DG program on the study outcomes Hence respecting the significance of control variables effects p005 each study outcome was modeled using either a 2x girls vs boys 2x EG vs CG 2 initial vs final testing mixed ANCOVA with age and BMI or only with age to find whether study outcome mean changes 95 CIs from initial to final testing depended on whether subjects completed DG program or not Model 2 Potential gender confounding effects on changes in the study outcomes were assessed by examining a timegroupgender interaction effect followed by a timegroup interaction effect for boys and girls respectively The timegroup interaction effects allowed the evaluation of DG program effects followed by the simple main effects of time which designated mean changes 95 CIs from initial to final testing for each group In addition the parameters beta coefficients β and partial eta2 ŋ2 of ANCOVA models were estimated Games-Howel tests corrected multiple comparisons and a p-value of 005 designated statistical significance Partial eta squared partial ŋ2 is reported as a measure of effect size and classified as small 001 medium 006 and large 014 according to Cohen All analyses were conducted using SPSS v23 IBM Corporation New York USA
Participants The initial sample of respondents n350 was recruited through an open project application lasting two months from 1 July 2021 to 1 September 2021 from which 300 preschool children aged 4-7 were selected for this randomized controlled interventional study The recruitment process was completed after the selection process and the optimal sample of subjects was filled out The study sample underwent stratified randomization resulting in the division into either EG Experimental Group - 1 or CG Control Group - 2 When stratifying researchers used proportionate sampling to maintain the correct proportions of genders in every group The intervention program started with a group of 150 children in EG and at the same time 150 children in CG started a kindergarten educational program in a Preschool Institution Throughout the nine months of the experimental program 51 children from the intervention group and 29 from the control group were excluded from the final analyses due to injury flu illness or attendance at classes falling below 80 Finally 99 children 54 boys 45 girls who composed the EG and 121 children 64 boys 57 girls who composed the CG were analyzed for the effects of the DG After nine months a total of 220 participants were included in the final analysis The parents or guardians of each child provided written informed consent and the study received approval from the institutional ethics committee at the Faculty of Sport and Physical Education University of Novi Sad ethical approval number 46-06-042020-1
Testing procedures
Secondary outcome - Anthropometric measures Anthropometric data including height and weight were collected before the motor competence and physical fitness assessment Following Martins guidelines body height was measured using a fixed anthropometer GPM Anthropometer 100 DKSH Switzerland Ltd Zurich Switzerland 01 cm Body mass was measured with a digital balance BC1000 Tanita Japan 01 kg following the guidelines proposed by the International Biological Program IBP The body mass index BMI was calculated using the weightheight2 kgm2 formula based on the provided height and weight values
Primary outcome - TGMD-2 The Test of Gross Motor Development - 2 TGMD-2 is a standardized test to assess gross motor functioning in children aged 3 through 10 Researchers have previously utilized the TGMD-2 which demonstrates high reliability and minimal test error instilling confidence in its application The TGMD-2 measures 12 fundamental motor skills divided into two subcategories The locomotor subtest consists of six skills run hop gallop leap horizontal jump and slide The object control subtest includes six skills hitting a stationary ball dribbling while stationary catching kicking throwing overhand and rolling underhand Motor competence was assessed with the TGMD-2 using the detailed instruction manual by examiners trained in physical education with prior experience in TGMD-2 measurements Experienced researchers in test assessments coordinated and supervised the assessments Each test took approximately 15-20 minutes and was performed indoors The assessments were carried out recorded and coded at the Gymnastics Center Faculty of Sport and Physical Education University of Novi Sad Serbia from 1 September 2021 to 15 September 2021 Following a visual demonstration each participant performed all 12 skills of the TGMD-2 receiving one practice attempt and two assessment trials for each skill Each skill consists of three to five performance criteria with one score assigned if the criterion is present and zero if not Total scores for each skill and subtest were calculated ranging from 0 to 48
Interventions The Developmental Gymnastics Exercise Program The nine-month DG exercise program from 15 September 2021 to 15 May 2022 was conducted indoors in a well-equipped gymnasium Trained physical education teachers and gymnastics experts led the training sessions twice weekly on Tuesday and Thursday without a break throughout the experimental period Each session lasted for 60 minutes and covered a range of gymnastics activities and exercises with each week focusing on specific categories of GMS such as stability trunk strength locomotor skills running hopping skipping and manipulation ball skills The program also introduced children to fundamental elements of DG and was meticulously structured incorporating frontal and group work primarily circuit training polygon or repetitive station training Obstacle courses were designed to incorporate various gymnastic apparatus and props encouraging problem-solving through gymnastic and athletic exercises and elementary games The number of repetitions sets and complexity of exercises and routines gradually increased in the central part of the session as children could perform them quickly accompanied by external cues such as sweating blushing spontaneous breaks and heart rates The training structure consisted of three parts I A 15-minute warm-up with diverse movements speed-varied exercises activities for flat feet stretching corrective and preventive exercises for posture improvement and a focus on proper performance awareness II The central part lasted 40 minutes and included reviewing and practicing previous skills introducing and practicing new skills engaging in competitive activities and conditioning exercises III A 5-minute cool-down involving stretching coaching feedback and informal discussion about sports exercise and daily activities A positive and friendly atmosphere was maintained throughout each training session accompanied by suitable kids music especially during the introduction and preparation phases Basic principles and procedures were adapted from previous research
In contrast the CG adhered to their routine engaging in three structured extracurricular physical activity sessions per week each lasting approximately 45 minutes A physical education specialist and a kindergarten teacher led these sessions They were designed to enhance fundamental locomotor skills eg hopping skipping jumping crawling and navigating obstacles and manipulative skills involving balls bricks and toys The primary objective was to create an environment where children could enjoy and have fun during exercise According to the National Program for Kindergarten Physical Education Classes the standardized program predominantly featured frontal and group activities encompassing traditional games and dances and included different training forms The authors did not thoroughly provide detailed information about the intervention program
Statistical analyses Unless otherwise specified data are presented as mean and 95 confidence intervals 95 CIs An independent samples t-test was conducted to examine whether the baseline study outcomes varied among the groups Normality was confirmed using the Kolmogorov-Smirnov test and homogeneity of variances and covariance matrices were accepted through Levenes and Boxs tests respectively The raw scores of each study outcome were modeled using a 2x girls vs boys 2x EG vs CG and 2 initial vs final testing mixed ANCOVA Model 1 to test confounding effects of gender age and BMI on intervention effects The main effects of gender age and BMI were inspected to assess whether the study outcomes depended on these factors This examination aimed to determine whether gender age and BMI could control the effects of the DG program on the study outcomes Hence respecting the significance of control variables effects p005 each study outcome was modeled using either a 2x girls vs boys 2x EG vs CG 2 initial vs final testing mixed ANCOVA with age and BMI or only with age to find whether study outcome mean changes 95 CIs from initial to final testing depended on whether subjects completed DG program or not Model 2 Potential gender confounding effects on changes in the study outcomes were assessed by examining a timegroupgender interaction effect followed by a timegroup interaction effect for boys and girls respectively The timegroup interaction effects allowed the evaluation of DG program effects followed by the simple main effects of time which designated mean changes 95 CIs from initial to final testing for each group In addition the parameters beta coefficients β and partial eta2 ŋ2 of ANCOVA models were estimated Games-Howel tests corrected multiple comparisons and a p-value of 005 designated statistical significance Partial eta squared partial ŋ2 is reported as a measure of effect size and classified as small 001 medium 006 and large 014 according to Cohen All analyses were conducted using SPSS v23 IBM Corporation New York USA
Study Oversight
Has Oversight DMC:
None
Is a FDA Regulated Drug?:
False
Is a FDA Regulated Device?:
False
Is an Unapproved Device?:
None
Is a PPSD?:
None
Is a US Export?:
None
Is an FDA AA801 Violation?:
None