Intervention Effects of a Kindergarten-Based Health Promotion Programme on Motor Abilities in Early Childhood

• Main Authors: Susanne Kobel (Author), Lea Henle (Author), Christine Laemmle (Author), Olivia Wartha (Author), Bertram Szagun (Author), Juergen Michael Steinacker (Author)
• Format: Book
• Published: Frontiers Media S.A., 2020-06-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 2296-2565; 10.3389/fpubh.2020.00219
• Keywords: physical activity; children; preschool; endurance performance; socio-economic status; Public aspects of medicine; RA1-1270
• Source: Frontiers in Public Health, Vol 8 (2020)

Background: Physical activity is positively related to motor abilities. Especially in childhood, an active lifestyle is important to support healthy motor development. The low-threshold health promotion programme "Join the Healthy Boat" in kindergartens promotes physical activity in order to also improve motor abilities. Here, effects of the programme on children's motor abilities after 1 year were investigated.Materials and Methods: The longitudinal study included 419 children (3.7 ± 0.6 years) from 58 kindergartens throughout south-west Germany (intervention: 254, control: 165). Children in the intervention group received physical activity promotion with a focus on motor ability development, led by teachers, through one kindergarten year; children in the control group followed the normal kindergarten routine. At baseline and follow-up, motor tests (3-min-run, one-leg-stand, standing long jump, sit-and-reach-test) were performed, anthropometric measures (body weight and height) were taken and a parental questionnaire was issued. Intervention effects were assessed using differential measures (follow-up - baseline) adjusted for gender, age, socioeconomic status (SES) and baseline values, with covariance analyses.Results: Children in the intervention group showed a significant improvement in endurance performance (F(1.329)=20.95, p<0.000, ηP2=0.060), which applies to boys (F(1,172)=13,66, p≤0.000, ηP2=0,074) and girls (F(1,152)=7,48, p≤0.007,ηP2=0,047). No significant intervention effects on endurance performance were found for children with low baseline values, children with a low SES, and children aged 5 years, nor for any other assessed motor ability.Conclusions: The theory-based, teacher-centered intervention promoting physical activity in order to also improve motor abilities has shown a positive effect on endurance performance in kindergarten children, but no other motor ability. Future interventions should therefore be either longer, more intense and take into account children's age, initial level of performance and their SES. In addition, the influence of teachers should be considered more closely in future research.