The effect of planned active play on the fundamental movement skills of preschool children

• Published in: Human movement science Vol. 96; p. 103241
• Main Authors: Bai, Mengyuan, Lin, Nan, Yu, Jane Jie, Teng, Zitong, Xu, Minjie
• Format: Journal Article
• Language: English
• Published: Netherlands Elsevier B.V 01.08.2024
• Subjects: Fundamental movement skill; Intervention; Planned active play; Preschooler; Fundamental movement skill; Preschooler; Intervention; Planned active play
• ISSN: 0167-9457; 1872-7646; 1872-7646
• DOI: 10.1016/j.humov.2024.103241

At present, Chinese children aged 3–6 years old are facing challenges such as insufficient physical activity, declining physical health, and obesity, and China has yet to issue curriculum standards or physical activity guidelines for this age group. At the same time, the present kindergarten physical activity curriculum is insufficient. To address this issue, this study focused on designing and executing a planned active play intervention program for the kindergarten setting to analyze its efficacy in enhancing children's fundamental movement skills (FMS). This study aims to provide a reference for the theoretical and practical exploration of children's acquisition of fundamental movement skills in the Chinese context. Fifty-two preschoolers participated in this study and were either part of an intervention group (n = 30) or a control group (n = 24). Children's FMS were assessed before and after the intervention using the Test of Gross Motor Development-3 (TGMD-3) and the balance ability of the The Movement Assessment Battery for Children-2 (MABC-2). Physical activity (PA) during the planned active play intervention and the routine physical activity curriculum were assessed using the SOFIT throughout the intervention. All the children significantly improved their locomotor skills, ball skills, and TGMD from baseline to the late assessment (p < 0.05). Children in the planned active play intervention group demonstrated greater rates of change (p < 0.001) and scored higher on ball skills and TGMD in the late assessment than those in the control group (p < 0.001). The children in the intervention group, but not those in the control group, significantly improved their balance over time (p < 0.05), and the former had greater rates of change (p < 0.001). Similarly, planned active play was found to provide children with more physical activity than the routine physical activity curriculum. The eight-week planned active play intervention was effective in improving FMS in preschool children, with higher rates of FMS change in children who completed the intervention than children in the control group. •The designed program considered guidance time and activity density, and the effect was better than that the original curriculum.•Children have 32–54% MVPA through the planned active play in kindergarten, significantly higher than before.•MVPA drives in early childhood may help improve fundamental movement skill proficiency.