TRANSFORMATION EFFECT OF PHYSICAL ACTIVITY PROGRAMMING MODEL ON THE MOTOR ABILITIES OF PRESCHOOL CHILDREN

The aim of the study was to examine the effects of the nine-month program of physical activity-oriented models on the motor status of children aged 6-7 years. A hypothetical research framework is based on the assumption that a specifi c programming model of physical activity, based upon social and constructionist approach,for a period of nine months will bring positive transformation effects on motor skills of preschool children. The survey was conducted on a sample of 128 children aged (MEAN±SD) 6.23 ± 0.88 years, who were not included in additional sports programs. The sample was divided into two sub-samples, experimental (N = 61) and control group (N = 67). The set of 12 motor tests was applied to test six hypothetic motor factors.Children included in experimental and control groups were subjected to nine months long physical activities programme fi ve times per a week. Each organizational form of physical education for experimental group was 30% longer than the identical forms of physical activities planned by regular curriculum in kindergarten. Programdesign ofexperimental groupwas based onthe premises of social constructionist approach, which represented the basis for differentiated physical activities. Signifi cant difference in developmental level of motor abilitieswas assessed by multivariate (MANOVA repeated measures) and univariate analysis of variance (ANOVA repeated measures). Results of multivaraite analysis of variance (MANOVA repeated measures) revealed signifi cant difference (F=37.14, p=0.03, Eта=0.64) in the developmental level of children’s motor skills between control and experimental groups. Univariate analysis revealed statistically signifi cant differences (p ≤ 0.05) in variables of force, explosive strength, repetitive strength, speed and speed elements, in favour of experimental group. Developmental level of motor abilities of children included in the experimental treatment signifi cantly differs from the level of achieved motor abilities of preschool children included in regular physical education curiculum.


INTRODUCTION
National curriculum of preschool education defi nes the concept of physical education in kindergartens and enables practitioners to be creative and independent in physical education programme making (The Program Basis, 2006).Motor learning conception, motor programmes, contextual inter ference, motor knowledge classifi cation, structure and level of development of motor abilities, anatomic and physiological characteristics of children represent indicators of contemporary approach to physical activities and general motor potential at certain age (Gallahue & Donnelly, 2003; Prskalo & Babin, 2006;Schmidt, & Wrisberg, 2008;Bala, 2010;Pišot, & Planinšec, 2010).Processes of diagnostics, prediction, evaluation and self-evaluation of achieved results are used in pedagogic work due to modern technology.Educational effects depend on frequency of physical activities in kindergarten, as well as on technology of pedagogic process which is refl ected in choice and adequate application of methodological principles, methods and tools of organizational work.The basic problem of physical education organization with children aged from 6-7 is refl ected in the question: How should physical activitities be structured, i.e. which algorithm should be used for physical activities programming and evaluation of the effect of programming activities on children's anthropological status?Examination of research studies that deal with physical education at an early childhood, as well as of the studies that deal with the problems of children sports (Koprivica, 2002;Metikoš, et al. 2003 leads us to the conclusion that numerous authors suggest general (gross) physical activities programmes of low intensity (training sequences) and of dynamic character based on natural forms of movement and modalities of their combinations for children aged from six to ten, whereas the emphasis is placed upon the development of wide scope of motor knowledge, abilities and skills.The aim of this research paper is based upon examination of achievement strategy of nine-month long program of physical activity-oriented models on the motor status of children aged 6-7 years based upon the premises of social constructiv-ism.A hypothetical research framework is based on the assumption that a specifi c programming model of physical activity for a period of nine months will bring positive transformation effects on motor skills of preschool children (Kundrat, 1979

METHOD Participants
The sample was exluded from the population of preschool children (6.23 decimal years, 0.88 standard deviation, 6.41 median) who are not included in additional sports programmes and early sports specialization.The sample included 128 preschool children, 57 boys (N=57) and 71 girls (N=71) who attend kindergarten "Pčelica" in Sremska Mitrovica and it does not represent the random sample.The sample was divided into two sub-samples, consisted of an experimental (N = 61) and control group (N = 67).

Experimental protocol
Children included in experimental and control groups were subjected to nine months long physical activities programme fi ve times per a week.Programdesign ofexperimental groupwas based ondifferentiatedphysical activitycontentand duration ofan average 30% of time longer for each organizational form of physical education in kindergarten curriculum.Organizational forms of physical activities within the structural design of experimental group programme were weekly planned as follows: • 10-15 min of morning physical avtivites fi ve times per a week • 40-45 min. of guided physical activities two times per a week • 10-15 min of recreational break fi ve times per a week Programming model of experimental group was based on curriculum based on contextual motor learning and teaching and children development comprehension as "development of an identity according to transformation of participation in community" (Pavlovska, 1998;Rogoff, 2000;Krnjaja, 2008).Experimenal curriculum, designed as a contextually applied practice was based upon thematic planning, i.e. on fi ve important postulates, regard to the author's opinion: • Globalization-child is completely engaged in investigation, exercising and object classifi cation • Personalization-each child has its own developmental path, tempo and rhythm, sensitive developmental periods.The child creates its experiences by integration of new stimuli in its previous knowledge.• Actualization-dynamic interaction of a child with its physical and social surrounding creates quality experience • Individualization-preschool teacher develops intervention strategy based on observation and on aforementioned three principles.• Harmonization-pedagogic work, as the result of aforementioned principles provides help and support to child's personal dynamics which strives to unity and harmony.
Thematic units were formed according to diagnostics of developmental level of motor status and children's actual interests and needs, whereas monostructural and polystructural complexes of both programmed and unprogrammed motor movement forms (with and without requisites) aimed at explosive and repetetive strength, coordination, fl exibility and balance, specifi c physical exercises for postural status (with and without requistes) and basic technical elements of sports games (volleyball, basketball, football, handball) made programming contents (Table 1).Activities applied in this program were divided into seven program units: EMGelementar motor games; TES -toning exercises set; SG -sports games; SG -sports gymnastics; SAsnow activities; AD -athletics disciplines; CMAP -complex movement activities polygon.Initial measurement defi ned further procedures in planning of daily and weekly activities which were determined by developmental capacities of preschool children during experimental treatment.Univariate variance analysis (Table 3), arithmetic mean analysis (MEAN) and analysis of standard deviation (SD) and difference signifi cance tests between the examinees in control and experimental groups according to univariate variance analysis, re-vealed there was no statistically signifcant difference of assessed motor abilities between contros and experimental group at initial measuring, sugesting on the relative homogenity of the sample.
Control group realized regular physical activities planned in kindergarten curriculum and pedagogic contents during less fl exible time limit set by Preschool Education Programme Basis in the following way: • 10-15 min of morning physical avtivites fi ve times per week • 25-30 min. of guided physical activities two times per week • 5-10 min of recreational break fi ve times per week Signifi cant difference in developmental level of motor abilities was assessed by multivariate (MANOVA-repeated measure) and univariate analysis of variance (ANOVA-repeated measure).

RESULTS
The results of MANOVA-repeated measure (F=1.81;p=0.69, eta square =0.02) revealed there was no quantitative difference in applied system of assessed motor abilities between control and experimental groups at initial measuring.(Table 2).The analysis of potential differences between experimental and control groups at fi nal measurementwas done by multivariate analysis of covariance (MANOVA-repeated measure) (Table 4) according to the results of their differences at initial measuring, whereas its aim was to defi ne the effect of applied experimental programme.It can be stated that Wilk' s Lambda is 0.009, F test is 436.35, which shows statistical signifi cance at the level of p=0.003.Partial eta square explains 67% of variance, which shows signifi cant difference between mean values of the groups.Single univariate differences between the groups in motor tests were defi ned by univariate analysis of covariance for repeated measure (ANO-VA -repeated measure) (Table 5) Statistically signifi cant difference for assessed motor abilities between the groups was observed at signifi cance level p ≤ 0,05 at ten analyzed variables; there weren¢t differences at the tests for assessment of accuracy -MHTNC and MBRBC.labels them as researches with previously defi ned plan and programme, with the same educational contents for all examinees in the research.

Тable 3. Univariate differences between motor abilities of experimental and control group at initial mesurement
The results of this study show that effects of differentiated programming model based on everyday physical activity as well as on evaluation and self-evaluation of physical activities on daily basis bring educational contents closer to group and individual developmental needs ofchildren.Evaluation of suggested nine-months long programmme shows that 30% longer period of time for each physical activity planned in curriculum causes statistically signifi cant results which refer to all aspects of strength, speed, coordination and fl exibility.This program did not show statistical signifi cance at the results of the tests of accuracy, which opens the question of possibility of additional check of metrical characteristics of these two measuring instruments.

CONCLUSION
The results of this research paper show that preschool teachers should be re-educated so that they could apply implicit pedagogies to integral and contextual approach to children teaching and learning.Thematic planning does not represent solution of equation with multiple unknown variables, but the possible way of recognition and infl uence of indivudiual approach on further group development in kindergarten.The research paper is based on basic postulates of dynamic interaction theory, i.e. the statement that movement organization represents the result of the learner, environemnt and complexity of motor task (Schmidt, & Lee, 2005).The results of the research show that greater volume (scope and intensity), differentiated educational programmes and more effi cient and effective use of time planned for physical activities realization cause higher developmental level of motor abilties of preschool children.Prognostic validity of suggested programming concept of physical education in kindergartens represents starting level of exploring strategy of physical education in kindergartens.General conclusion of research paper is that curriculum as contextually suitable practice, as well as 30% longer period of time

DISCUSSION
Experimental program suggested in this paper is based upon Piaget structuralist theory and kindergarten curriculum is comprehended as developmetally suitable practice, but it also linked actual context of growing up, cultural and social patterns of behaviour of preschool child with educational sequences and motor learning, whereas physical activity is understood as an act of knowledge gathering and world comprehension, not being the goal in itself, but the basis for integral development of child's personality (Bokan, 1999;Kukolj, 2006).
Everyday physical activites of middle and high intensity during 60 min, planned according to children developmental possibilites have positive infl uenceon normal growth and development, as well as on active life style development (Gallahue, & Donnelly, 2003; Faigenbaum, et al., 2010).Aforementioned authors recommend physical activity models to be implemented 60min dayly or 30 min two times a day and they should be based on motor games, running, jumping and turning.Recent studies of transformational effects of physical activities on motor abilities have been mostly based on the samples of examinees who achieved relatively stable phase of motor abilities development.Longitudinal studies on the sample of preschool children which include more experimental groups have been rare.Most of the studies about the effects of one experimental model of motor programme on motor status of children (Stanković, 1976;Čanović, 1990;Giagazoglou, et al., 2008 (Molnar, et al., 2009), athletics (Maleš, & Žuvela, 2009) show statistically signifi cant and better results of children included in early specialization at certain segments of motor space in comparison to children who were not engaged in any form of physical or sports activity.Both research approaches have mutual interpretative platform (Krnjaja, 2008) which positive infl uence on positive trend of motor abilities development of preschool children.devoted to each organizational form of physicalactivities of children who were not engaged in additional sports activities and early sports specialization, have cal exercise in preschool children, as a factor of development of some functional and motor abilities.In Serbian].(Unpublished Doctoral dissertation, University of Belgrade).Beograd: Fakultet fi zičkog vaspitanja.

Table 1 .
Physical activities program for experimental group TES with requisits (hoop, skipping rope) AD-5, 10, 20, 30 ann 60 metres run with and without requisits, Circle training of joy (six stations) -Easter customs and symbols are placed at each station and correct answer is demanded Memory games in small groups -spring landscape WinterEMG -movement activities for improvement of static and dynamic balance in the snow, "invisible rope", "ship on the waves" TESwith requisits (tennis ball) АНС-relay games, sleigh riding, ice-skating, symbolic and creative games (snow paths making, snow fi gures making, stick drawing), CMAPin the snow "brain storming", "motor puzzles"Me and my bodyЕМG-"Imitator", "Watch out, here comes the frog, bear, snake..." TES with a requisit (medicine ball) Be acquainted with your body (body scheme), lateralization, space relations (with and without the requisits), SGgalactic football, SG -elements of acrobatics, hanging pull-ups, medicine ball throwing, lateral split, agility exercices, yoga positions Cartoons ЕМG -"Wizard", "Ninja warriors"-techniques for jumping improvement (pogo, star, rocket, jumping from one leg to another, jump with both legs, from elevated surface) and combination with basic motor knowledge (climbing, crawling, pulling thorugh, skipping, lifting, carrying, pushing, pulling...) TES with a requisit (strip) SG-Handball, basketball and football fl ipper, alternating relay, relay thorugh the tunnel "Baybladers" cartoon dramatization Easter ЕМG-"moving images", "mirror", "easter eggs" Legend: EMG -elementar motor games; TES -toning exercies set; SG -sports games; SG -sports gymnastics; SAsnow activities; AD -athletics disciplines; CMAP -complex movement activities polygon.

Table 2 .
Multivariate differences between motor abilities of experimental and control group at initial measurement

Table 4 .
Multivariate differences between motor abilities of experimental and control groups at fi nal measurement (MANOVA -repeated measure)