Youn Tae Suh1, Duk Won Seo2*, Haemi Kim3
1,2Adapted Physical Education, Hanshin University, South Korea
3Department of Movement Education, IbomCenter, Korea
*Corresponding Author E-mail: syt@hs.ac.kr, sdwiq160@hanmail.net, h1m22000@nate.com
ABSTRACT:
Background/Objectives: The purpose of this study is to investigate the effects of aquatic psychomotor program on children’s fundamental athletic abilities. Methods/Statistical analysis: The subjects of the study were 60 children divided into two groups of 30 each, one participating and the other not participating in the program. The participating group underwent a 40-minutes exercise session, twice per week, for 12 weeks. Findings: The results of the fundamental athletic abilities test are as follows: First, in the case of the shuttle run, they showed significant differences between the groups before and after the program, indicating significant results. Second, the performance of the long jump also showed significant differences between the groups before and after the program, representing significant results. Third, the results of the flexibility test also indicated significant differences between the groups before and after the program, showing significant results. Fourth, the one-leg standing test also showed significant differences between the groups before and after the program, indicating significant results. Improvements/Applications: Therefore, it is concluded that the aquatic psychomotor program has significant effects on children's fundamental athletic abilities.
KEYWORDS: Aquatic Psychomotor Program, Fundamental Athletic Abilities, Flexibility, Balance, Power,Agility.
1. INTRODUCTION:
The athletic ability in your infancy influences health, athletic function, and body control ability through your lifetime1. The athletic function is made and performed in the form of play based on physical activities such as sports and athletic activities. Your athletic ability improves as you experience movements and promotes the maturation of the central nervous system and coordinating ability in accordance with the growth and developmental rules2. Your coordinating ability affects not only your athletic functions but also the adaptive behavior3, along with the brain control ability to regulate the body control as it is directly related with physical coordination 4. Thus, physical movements help the interaction of mental and physical functions. 5.
Also, from infancy through lower elementary school age, the development of the overall athletic ability and functions are completed, and more than 50 percent of human intelligence is formed. Meanwhile, agility, coordination and balance are improved until you reach age 7 or 86.
According to the improvement of cultural development and economic growth in modern society, the physical development of children has been remarkably improved 7. However, considering the fact that their physical strength is rapidly falling while their physique is improving in appearance, the importance of physical education is increasing 8.
If the physical training is not properly done during the growth period, the problems resulting from it will continue until their adulthood. The possible results may cause obstacles to the educational ability of the child and may even bring about adaptive behavior issues, lack of attention, and learning problems 9.
In addition, a child's athletic abilities in their early childhood years are an important factor that affects health, exercise function, and body control abilities during their entire life. Thus proper physical abilities are essential to form positive self-concept of their bodies 1.
Psychomotricity is considered to be the best physical education because it can attract and motivate children's interests and voluntary participation, and this is supported by many research results.
Aquatic psychomotor programs, which combine psychological and aquatic exercises, use characteristics of water such as buoyancy, pressure, resistance, and temperature, which are required for sensory stimulation and development in childhood years, and are expected to have positive effects on children's development. Currently, however, there are not many research results about the athletic abilities related to the aquatic psychomotor programs. In the previous studies related to the aquatic exercise, aquatic rehabilitation exercise, psychomotricity, and aquatic psychomotor programs, most examples of the studies are about the aquatic exercise and aquatic rehabilitation exercise 10-14, followed by psychomotricity and aquatic psychomotor programs 15-17. The most prevalent research subjects were children requiring special care, followed by the elderly people and non-disabled children. In particular, as most studies on aquatic psychomotor programs have been focused on handicapped children, similar programs for non-disabled children are hard to find.
The purpose of this study is to investigate the effect of aquatic psychomotor program on the athletic abilities of infants and also to identify the effects of more diverse aquatic psychomotor programs on athletic abilities. The final goal is to apply and develop aquatic psychomotor programs to various subjects.
2. STUDY METHODS:
2.1. Study subjects
Table 1. Distribution of study groups
|
(Unit: People) |
||
|
Group Name |
N |
Gender |
|
Experimental group |
30 |
Male (15) Female (15) |
|
Control group |
30 |
Male (15) Female (15) |
|
Total |
60 |
60 |
Table 2. Physical characteristics of subjects
|
Group Name |
Height |
Weight |
|
Experimental group |
103.35±1.34 |
18.53±1.69 |
|
Control group |
104.15±1.02 |
18.61±1.64 |
According to Table1,Table2, the subjects of this study were 60 children, consisting of boys and girls at the age of five, from two day care centers (private and municipal) in Gyeonggi-do province.
2.2. Metrics and methods
2.2.1. Agility (shuttle runs)
Place two cones at 10 m intervals and perform one shuttle run at the "Start" command from the start line.
2.2.2. Power (long jumps)
Standing with legs shoulder width apart on the beat board, giving a recoil, shaking arms two or three times, and the subjects leapt as far as possible from a takeoff point. The distance was measured perpendicularly from the beat board line to the nearest break in the sand caused by any part of the body. After making two attempts, a better result was recorded in units of centimeters.
2.2.3. Flexibility (seated trunk flexion)
The subjects took off their shoes and sat on the floor with their knees spread so that both feet were in full contact with the vertical plane of the measuring instrument. With the bottom of both hands straightened, they extended their hands under the scale of the measuring instrument to push the bar, and waited for about 2 seconds after the bar stopped, and then read the scale. After making two attempts, a better result was recorded in units of centimeters.
2.2.4. Equilibrium (Standing with one foot)
The subjects got ready standing with both hands on the waist and stand on the floor. At the "Start" command, the subjects lifted one of their legs and kept it up with their body straight. The attempt ended when they moved their bodies hard, or lowered the lifted legs to the ground, or took their hands off their waist. After making three attempts, the average was recorded in units of seconds.
2.3. Aquatic psychomotor program
The aquatic psychomotor programs are intended for psychomotricians to help them organize the aquatic programs focusing on children's interests in underwater activities. Through the programs, children will be able to enjoy participating in the aquatic psychomotor programs, and solve their problems focusing on the aquatic activities. Table 3 shows the area and contents of aquatic psychomotor program for each week.
Table 3. Area and contents of aquatic psychomotor program
|
Week |
Area |
Contents |
|
1 |
Material and social experience |
Relaxation exercise and self-regulated activities (rapport formation) - Used various characteristics of aquatic activities and relaxation exercise |
|
2 |
Exploration using aquatic tools - Encouraged the use of and interaction with individual tools |
|
|
3 |
Personal play - Personal play activities using tools (exploration of tools) |
|
|
4 |
Aquatic game 1 (bomb play, tug of war) |
|
|
5 |
Shark game - Cooperative play stimulating the formation of relationships with peers |
|
|
6 |
Aquatic game 2 (bomb play, tug of war) |
|
|
7 |
Aquatic “statues" play |
|
|
8 |
Aquatic activities using air balls |
|
|
9 |
Diving play with water tools |
|
|
10 |
Aquatic wrestling play |
|
|
11 |
Pirate ship play (using large beats) |
|
|
12 |
Autonomous activities using tools |
2.4. Data processing
We used SPSS 22.0 program for data processing of this study, which included frequency analysis and descriptive statistics. A two-way ANOVA was performed between the groups and the time using the measurement tool. The significance level of the data was set at p <.05 level.
3. STUDY RESULTS:
Comparison of the shuttle runs (agility area)
Table 4 shows the technical statistics by period and group of shuttle runs. As shown in Table 4, the pre-mean was higher in the experimental group, and the post-mean was also increased in the experimental group.
Table 4. Technical statistics of shuttle runs (Sec.)
|
Time |
Group |
M |
SD |
N |
|
Pre |
Experimental group |
11.00 |
0.9097 |
30 |
|
Controlled group |
11.067 |
1.5742 |
30 |
|
|
Post |
Experimental group |
10.500 |
0.8610 |
30 |
|
Controlled group |
10.933 |
1.3880 |
30 |
Table 5. Group ANOVA results of shuttle runs
|
Source |
SS |
df |
MS |
F |
p |
|
Group |
3.008 |
1 |
3.008 |
10.585 |
0.002 |
|
Time |
1.008 |
1 |
1.008 |
3.548 |
0.045 |
|
Error |
16.483 |
58 |
.284 |
*: p<.05
Group ANOVA results of shuttle runs are shown in Table 5. The results shows that there were group interaction effects (F=10.585, p=.002). That is, the results of the shuttle runs show difference before and after the aquatic psychomotor program. There was a significant difference in the main effects (F = 3.548, p = .045) in the comparison between groups before and after the program. It can be concluded that the aquatic psychomotor program affects the performance of the infants in shuttle runs.
Comparison of long jump (power area)
Table 6 shows the technical statistics by period and group for the long jump. As shown in Table 6, the pre-mean was higher in the experimental group, and the post-mean was also greatly increased in the experimental group.
Table 6. Technical statistics of long jump (cm)
|
Time |
Group |
M |
SD |
N |
|
Pre |
Experimental group |
101.600 |
15.6483 |
30 |
|
Controlled group |
100.500 |
20.7809 |
30 |
|
|
Post |
Experimental group |
116.533 |
12.9634 |
30 |
|
Controlled group |
107.033 |
22.5151 |
30 |
Table 7. Group ANOVA results of long jumps
|
Source |
SS |
df |
MS |
F |
p |
|
|
Group |
3456.133 |
1 |
3456.133 |
91.798 |
0.000 |
|
|
Time |
529.200 |
1 |
529.200 |
14.056 |
0.000 |
|
|
Error |
2183.667 |
58 |
37.649 |
|||
Table 7 shows the ANOVA results of long jumps. Table 7 shows that there is a group interaction effect (F = 91.798, p = .000) as well as a periodical (F=14.056, p=.000) effect on the main effects. That is, the results of the long jump show difference before and after the aquatic psychomotor program. Comparisons between groups showed significant differences in both interaction and main effects. It can be concluded that the aquatic psychomotor program affects the performance of the infants in long jumps.
Comparison of sitting trunk flexion (flexibility area)
Table 8 shows the technical statistics by period and group of sitting trunk flexion. As shown in Table 8, the pre-mean was higher in the controlled group, and the post-mean was also greatly increased in the experimental group.
Table 8.Technical statistics of sitting trunk flexion (cm)
|
Time |
Group |
M |
SD |
N |
|
Pre |
Experimental group |
9.967 |
3.6811 |
30 |
|
Controlled group |
10.700 |
5.1605 |
30 |
|
|
Post |
Experimental group |
15.700 |
3.7153 |
30 |
|
Controlled group |
12.533 |
5.2043 |
30 |
Table 9. Group ANOVA results of sitting trunk flexion
|
Source |
SS |
df |
MS |
F |
p |
|
|
Group |
429.408 |
1 |
429.408 |
119.156 |
0.000 |
|
|
Time |
114.075 |
1 |
114.075 |
31.655 |
0.000 |
|
|
Error |
209.017 |
58 |
3.604 |
|||
*: p<.05
Group ANOVA results of sitting trunk flexion are shown in Table 9. Table 9 shows that there is a group interaction effect (F = 119.156, p = .000) as well as a periodical (F=31.655, p=.000) effect on the main effects. That is, the results of the sitting trunk flexion show difference before and after the aquatic psychomotor program. Comparisons between groups showed significant differences in both interaction and main effects. It can be concluded that the aquatic psychomotor program affects the performance of the infants in sitting trunk flexion.
Comparison of one-leg standing (Equilibrium area)
Table 10 shows the technical statistics by period and group of one-leg standing. As shown in Table 10, the pre-mean was higher in the controlled group, and the post-mean was also greatly increased in the experimental group.
Table 10.Technical statistics of one-leg standing (Sec.)
|
Time |
Group |
M |
SD |
N |
|
Pre |
Experimental group |
46.733 |
40.0111 |
30 |
|
Controlled group |
56.700 |
44.8354 |
30 |
|
|
Post |
Experimental group |
71.333 |
41.0125 |
30 |
|
Controlled group |
62.233 |
47.6508 |
30 |
Table 11. Group ANOVA results of one-leg standing
|
Source |
SS |
df |
MS |
F |
p |
|
Group |
6810.133 |
1 |
6810.133 |
26.957 |
0.000 |
|
Time |
2726.533 |
1 |
2726.533 |
10.793 |
0.002 |
|
Error |
14652.333 |
58 |
252.626 |
*: p<.05
Group ANOVA results of one-leg standing are shown in Table 11. Table 11 shows that there is a group interaction effect (F = 26.957, p = .000) as well as a periodical (F=10.793, p=.002) effect on the main effects. That is, the results of one-leg standing show difference before and after the aquatic psychomotor program. Comparisons between groups showed significant differences in both interaction and main effects. It can be concluded that the aquatic psychomotor program affects the performance of the infants in one-leg standing.
4. CONCLUSION AND DISCUSSION:
The physical experience of infants has closely related with the elements of the psychomotricity in that it creates thinking ability and various empirical factors through exploring new experience. Such psychometric approach is important and has creative potential because the psychomotricity is unstructured and autonomy is maximized. The purpose of this study was to investigate the effects of the aquatic psychomotor program on the athletic abilities of infants for the period of 12 weeks. We measured the effects of the aquatic psychomotor program on athletic ability of infants in the categories of agility, power, flexibility and balance, and concluded as follows:
First, in the case of shuttle runs as a measure of agility, we found significant differences in the performance of the groups before and after the program, and showed clear effects in all main aspects.
Second, in the case of long jumps as a measure of power, we found significant differences in the performance of the groups before and after the program, and showed clear effects in all main aspects.
Third, in the case of sitting trunk flexion as a measure of flexibility, we found significant difference in the performance of the groups before and after the program. There was also interaction effects between groups.
Fourth, in the case of one-leg standing as a measure of equilibrium, we found significant interaction effects within each group as well as between groups.
In conclusion, this study suggests that the aquatic psychomotor program is an effective and beneficial physical activity program that affects the athletic abilities of infants. We expect that this study will play important roles in diversifying aquatic psychomotor programs and improving the quality in the development of professional versions. We also anticipate that the aquatic psychomotor program introduced in this study will be widely used in the field to help develop and measure the athletic abilities and diversify the methods.
5. ACKNOWLEDGMENT:
This study was supported by Hanshin University Research Grant for 2017.
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Received on 23.02.2018 Modified on 22.04.2018
Accepted on 14.05.2018 © RJPT All right reserved
Research J. Pharm. and Tech 2018; 11(10): 4662-4666.
DOI: 10.5958/0974-360X.2018.00852.1