The Influence of a Structured Physical Education Plan on Preschool Children's Psychomotor Development Profiles

Abstract

IN THE TEACHING–LEARNING process, regular physical activity and structured physical education (PE) classes develop children's motor skills and mental capacities during early childhood. This study aimed to investigate the influence of PE on the psychomotor development of three-year-old preschool children. The participant sample consisted of 95 three-year-old students (both sexes) from nine public kindergarten classes in Oporto, Portugal. A battery of psychomotor tests (pre-test) was used to assess the students' psychomotor development profiles. The sample was divided in two groups: an experimental group (47 students) and a control group (48 students). PE teachers used a structured 24-week PE plan in the experimental group. After the plan was completed, the same battery of tests (post-test) was administered to both groups. Both groups developed their psychomotor profiles, but the development was always statistically higher in the experimental group. There were no significant variations associated with gender. Structured PE is important for preschool children's psychomotor development. The significance of physical activity for children's relationships with the outside world was verified because their overall development was enhanced by structured PE lessons.