Forms of Physical Activity of Biała Podlaska Preschool Children

Gradus Paulina, Benza Ewa, Rybak Olga, Krzysztoń Paweł, Batorzyńska Paulina, Plandowska Magdalena () and Kurpeta Wiesław Lech
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Gradus Paulina: Józef Piłsudski University of Physical Education in Warsaw, Faculty of Physical Education and Sport in Biała Podlaska, Student Scientific Club of Theory and Methodology of Physical Education
Benza Ewa: Józef Piłsudski University of Physical Education in Warsaw, Faculty of Physical Education and Sport in Biała Podlaska, Student Scientific Club of Theory and Methodology of Physical Education
Rybak Olga: Piłsudski University of Physical Education in Warsaw, Faculty of Physical Education and Sport in Biała Podlaska, Student Scientific Club of Theory and Methodology of Physical Education
Krzysztoń Paweł: Józef Piłsudski University of Physical Education in Warsaw, Faculty of Physical Education and Sport in Biała Podlaska, Student Scientific Club of Theory and Methodology of Physical Education
Batorzyńska Paulina: Józef Piłsudski University of Physical Education in Warsaw, Faculty of Physical Education and Sport in Biała Podlaska, Student Scientific Club of Theory and Methodology of Physical Education
Plandowska Magdalena: Józef Piłsudski University of Physical Education in Warsaw, Faculty of Physical Education and Sport in Biała Podlaska, Department of Theory and Methodology of Physical Education
Kurpeta Wiesław Lech: Józef Piłsudski University of Physical Education in Warsaw, Faculty of Physical Education and Sport in Biała Podlaska, Department of Theory and Methodology of Physical Education

Polish Journal of Sport and Tourism, 2014, vol. 21, issue 3, 163-167

Abstract: Introduction. Physical activity is fundamental to children's all-round development in the first six years of their life. It is particularly significant in preschool age, when the need for movement is predominant. Psychomotor development, conditioned by children's innate abilities and their own activity, depends upon the influence of external surroundings as well as parental upbringing and preschool education. The aim of the study was to obtain data regarding physical activity (both structured and unstructured) of children during their stay in a kindergarten. Material and methods. The study was conducted in five state kindergartens situated in four main housing estates of Bia³a Podlaska. It included 11 groups of older preschool children. It was a diagnostic study. A diagnostic poll method employed in the study included interviews with teachers, lesson observations (during one day) and document analyses (programmes and class registers). Results. During their stay in a kindergarten children take part in physical activities for 1.5 hours a day. During this period they participate in obligatory forms of physical activity such as morning gymnastics, movement plays, outdoor activities and gymnastic exercises. Furthermore, optional movement activities are organised in kindergartens (different forms in different kindergartens). Such extra classes enable children to be physically active for over two more hours per week. Conclusions. In terms of caring about health and motor development of children, not all elements of preschool education programmes are fully realised. Training sessions, workshops and lectures showing diverse forms of physical activity for children ought to be organised for preschool teachers.

Keywords: preschool age; need for movement; physical activity; movement activities (search for similar items in EconPapers)
Date: 2014
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Persistent link: https://EconPapers.repec.org/RePEc:vrs:spotou:v:21:y:2014:i:3:p:5:n:4

DOI: 10.2478/pjst-2014-0016

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