AUTHOR=Malambo Chipo , Klepačová Adéla , Brodská Kateřina , Clark Cain Craig Truman , Musálek Martin 

TITLE=Relationship among some coordinative and dynamic strength capabilities and constructive and conceptual thinking among preschool-age children

JOURNAL=Frontiers in Psychology

VOLUME=15

YEAR=2024

URL=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2024.1349884

DOI=10.3389/fpsyg.2024.1349884

ISSN=1664-1078

ABSTRACT=<sec id="sec1"><title>Background</title><p>Existing research underscores the positive influence of consistent physical activity, fitness, and motor coordination on school-aged children’s cognitive and academic performance. However, a gap exists in fully understanding this relationship among preschoolers, a critical age group where the development of cognitive functions is significant. The study aims to expand upon existing evidence that connects motor and cognitive development by examining the correlation between specific motor coordination and physical fitness skills and the development of constructive and conceptual thinking in preschool-aged children.</p></sec><sec id="sec2"><title>Methods</title><p>Data from 56 children aged 4–5 years (mean age 4.5 ± 0.36y), comprising 30 girls and 26 boys, participated in this study. We assessed muscular strength (via standing long jump, wall toss test, flexibility), agility (4 × 5 m shuttle), cardiorespiratory fitness (20 m pacer test), and motor coordination (lateral jumping, platform shifting). Cognitive abilities were measured using the IDS-P.</p></sec><sec id="sec3"><title>Results</title><p>Linear regression models showed that significant predictors of constructive thinking scores were observed solely for flexibility (<italic>p</italic> = 0.02) and shifting platforms (<italic>p</italic> = 0.01). Notably, flexibility exhibited a negative relationship (<italic>β</italic> = −1.68). In the context of conceptual thinking, significant predictors (<italic>p</italic> &lt; 0.05) included standing long jump (<italic>p</italic> = 0.01), jumping laterally (<italic>p</italic> = 0.005), shifting platforms (<italic>p</italic> = 0.001), throwing (<italic>p</italic> = 0.02).</p></sec><sec id="sec4"><title>Conclusion</title><p>Coordination-demanding activities seem to be related considerably to conceptual thinking in preschoolers. Integrating such motor activities into preschool curricula that demand cognitive engagement can positively influence the development of cognitive functions.</p></sec>