Abstract:

A variety of studies have revealed continuous decline in physical fitness levels among prepubertal children. This has occurred because of lack of interest in engaging in physical activity, which, from a general perspective, fails to effectively promote a healthy physical and mental development of children. Exercise programs that proportionately cover dominant domains of motor behavior may represent an effective educational tool to be applied with children. Within our research, we have devised a sample of movement games that children find attractive. These games promote children’s physical activity levels and also develop their motor abilities. Therefore, we hypothesize moderation in behavior disorders among children diagnosed with developmental behavior disorders such as ADHD. The purpose of the study was to assess the design of intervention movement games aimed to develop motor abilities among prepubertal children. We also studied the effect of movement games on the moderation in behavior disorders. The sample included children aged 7 to 8 years. To assess physical fitness levels, we administered the EuroFit test battery. We used the standardized Strengths and Difficulties Questionnaire (SDQ-Svk) to evaluate changes in the domains: problems with peers and prosocial behavior. We also applied the Vanderbilt Assessment Scale (NICHQ, teacher assessment scale) to assess hyperactivity, impulsivity, inattention, classroom behavior (relationships with peers, following directions, disrupting class, assignment completion). The program was two months long and included 16 teaching units. The students were assessed prior to and after engaging in activities. By engaging in physical activities, students improved in the domains observed. However, the improvements were not significant. The most significant change, which was statistically significant, was observed for the oppositional behavior (from 5.36 to 3.78), hyperactivity (from 8.29 to 7.25) and for the relationships with peers subscale (from 4.59 to 3.71). The students’ motor abilities improved significantly as well. The results of the study have confirmed the effect of the incorporation of physical activities into the teaching process and the systematic effect on the development of children’s motor abilities. The intervention exercise program led to the decrease in hyperactivity, improved attention and reduced the manifestations of the student’s oppositional behavior. Knowledge from the field of physical fitness at prepubertal age is decisive in terms of conceptual, balanced, and intentional formation of children’s motor skills also in relation to other somatic parameters.

Keywords:

Movement games, intervention exercise program, Eurofit test battery, Strengths and Difficulties Questionnaire.