Effects of Developmental Gymnastics on Preschoolers' Motor Skills

NCT06315036 | Completed

• 1 other identifier: 32/2021
• Study Type: interventional
• Target: 300
• Locations: 1 country
• Sites: 1

Brief Summary

Background: During childhood, physical activity (PA) is considered indispensable for developing motor skills through movement in the early stages of human development. Being active helps individuals develop fine and gross motor skills (GMS) by promoting an active lifestyle. Notably, this phase, characterized by regular PA and attaining motor competence, is associated with many health-related benefits. Early motor intervention programs have garnered attention for their positive influence on children's motor skills, as evidenced by various studies. A spectrum of more specialized methods is available alongside these general approaches, including programs designed to augment the time dedicated to general PA within school environments. Previous research has demonstrated the efficacy of incorporating experimental exercise interventions, grounded in enjoyable activities and game drills, into the curriculum, significantly improving children's basic motor skills. Many research articles have explored the impact of developmental gymnastics (DG) on children's fitness, indicating that gymnastics training can produce numerous beneficial outcomes for children's physical fitness. Method and Materials: Three hundred preschool children were assigned to either a gender-balanced group participating in a DG exercise program (EG; n=99) or a control group (CG; n=121). While individuals in the CG followed three structured extracurricular physical activities per week in kindergarten, the EG participants received 60 minutes of the DG exercise program two days a week. The Test of Gross Motor Development-2 (TGMD-2) was used to assess GMS. Aim: The study aimed to determine if participation in a structured DG program could improve GMS among preschool children compared to those in a group that attended extracurricular physical activities in a kindergarten.

Conditions

Motor Activity; Child Development; Exercise

Keywords

Gymnastics; Kindergarten; Sports school; TGMD-2

Outcome Measures

Primary Outcomes (13)

• Test of gross motor development (tgmd-2): Locomotor Skills - Run

  EQUIPMENT/CONDITIONS: A minimum of 50 feet of clear space and masking tape, chalk, or other marking device. DIRECTIONS: Mark off two lines 50 feet apart. Instruct student to "run fast" from one line to the other. PERFORMANCE CRITERIA: Brief period where both feet are off the ground! Arms in opposition to legs, elbows bent. Foot placement near or on line (not flat footed) Non-support leg bent approximately 90 degrees (close to buttocks). Expert scoring - the specific steps in scoring all items are listed below: 1. Require the subject to perform three trials. 2. Observe the student performing the skill and concentrate on the performance criteria. 3. Where the student performs a behavioural component two out of three trials correctly, mark a "1" in the appropriate box in the correct assessment column. Where the student does not perform a behavioural component two out of three trials correctly, mark "0."

  Nine months

• Test of gross motor development (tgmd-2): Locomotor skills - Gallop

  EQUIPMENT/CONDITIONS: A minimum of 30 feet of clear space. DIRECTIONS: Mark off two lines 30 feet apart. Tell student to gallop from one line to the other three times. Tell student to gallop leading with one foot and then the other. PERFORMANCE CRITERIA: A step forward with the lead foot followed by a step with the trailing foot to a position adjacent to or behind the led foot. Brief period where both feet are off the ground. Arms bent and lifted to waist level. Able to lead with right and left foot. Expert scoring - the specific steps in scoring all items are listed below: 1. Require the subject to perform three trials. 2. Observe the student performing the skill and concentrate on the performance criteria. 3. Where the student performs a behavioural component two out of three trials correctly, mark a "1" in the appropriate box in the correct assessment column. Where the student does not perform a behavioural component two out of three trials correctly, mark "0."

  Nine months

• Test of gross motor development (tgmd-2): Locomotor skills - Hop

  EQUIPMENT/CONDITIONS: A minimum of 15 feet of clear space. DIRECTIONS: Ask the student to hop three times, first on one foot and then on the other. PERFORMANCE CRITERIA: Foot of non-support leg is bent and carried in back of the body. Non-support leg swings in pendular fashion to produce force. Arms bent at elbows and swing forward on take-off. Able to hop on the right and left foot. Expert scoring - the specific steps in scoring all items are listed below: 1. Require the subject to perform three trials. 2. Observe the student performing the skill and concentrate on the performance criteria. 3. Where the student performs a behavioural component two out of three trials correctly, mark a "1" in the appropriate box in the correct assessment column. Where the student does not perform a behavioural component two out of three trials correctly, mark "0."

  Nine months

• Test of gross motor development (tgmd-2): Locomotor skills - Leap

  EQUIPMENT/CONDITIONS: A minimum of 30 feet of clear space. DIRECTIONS: Ask the student to leap. Tell the student to take large steps by leaping from one foot to the other. PERFORMANCE CRITERIA: Take off on one foot and land on the opposite foot. A period where both feet are off the ground (longer than running). Forward reach with arm opposite the lead foot. Expert scoring - the specific steps in scoring all items are listed below: 1. Require the subject to perform three trials. 2. Observe the student performing the skill and concentrate on the performance criteria. 3. Where the student performs a behavioural component two out of three trials correctly, mark a "1" in the appropriate box in the correct assessment column. Where the student does not perform a behavioural component two out of three trials correctly, mark "0."

  Nine months

• Test of gross motor development (tgmd-2): Locomotor skills - Horizontal jump

  * EQUIPMENT/CONDITIONS:\*\* A minimum of 10 feet of clear space and masking tape or another marking device. * DIRECTIONS:\*\* Mark off a starting line on the floor, mat, or carpet. Have the student start behind the line. Instruct the student to "jump far." \*\*PERFORMANCE CRITERIA:\*\* 1. Preparatory movement includes flexion of both knees with arms extended behind the body. 2. Arms extend forcefully forward and upward, reaching full extension above the head. 3. Take off and land on both feet simultaneously. 4. Arms are brought downward during landing. \*\*EXPERT SCORING:\*\* 1. Require three trials. 2. Observe and focus on performance criteria. 3. Score "1" for correct performance on two out of three trials, otherwise score "0."

  Nine months

• Test of gross motor development (tgmd-2): Locomotor skills - skip

  EQUIPMENT/CONDITIONS: A minimum of 30 feet of clear space and masking tape, or other marking device. DIRECTIONS: Mark off two lines 30 feet apart. Tell the student to skip from one line to the other three times. PERFORMANCE CRITERIA: A rhythmical repetition of the step-hop on alternate feet. Foot of non-support leg carried near surface during hop phase. Arms alternately moving in opposition to legs at about waist level. Expert scoring - the specific steps in scoring all items are listed below: 1. Require the subject to perform three trials. 2. Observe the student performing the skill and concentrate on the performance criteria. 3. Where the student performs a behavioural component two out of three trials correctly, mark a "1" in the appropriate box in the correct assessment column. Where the student does not perform a behavioural component two out of three trials correctly, mark "0."

  Nine months

• Test of gross motor development (tgmd-2): Locomotor skills - slide

  * EQUIPMENT/CONDITIONS:\*\* A minimum of 30 feet of clear space and masking tape or another marking device. * DIRECTIONS:\*\* Mark off two lines 30 feet apart. Instruct the student to slide from one line to the other three times, facing the same direction. \*\*PERFORMANCE CRITERIA:\*\* 1. Body turned sideways to the desired direction of travel. 2. A step sideways followed by a slide of the trailing foot next to the lead foot. 3. A short period where both feet are off the floor. 4. Able to slide to the right and left sides. \*\*EXPERT SCORING:\*\* 1. Require three trials. 2. Observe and focus on performance criteria. 3. Score "1" for correct performance on two out of three trials, otherwise score "0."

  Nine months

• Test of gross motor development (tgmd-2): Object control skill- two-hand strike

  EQUIPMENT/CONDITIONS: A 4-6-inch light-weight ball and plastic bat. DIRECTIONS: Toss the ball softly to the student at about waist level. Tell the student to hit the ball "hard." Count only those tosses that are between the student's waist and shoulders. PERFORMANCE CRITERIA: Dominant hand grips bat above nondominant hand. Nondominant side of body faces the tossed (feet parallel). Hip and spine rotation. Weight is transferred by stepping with front foot. Expert scoring - the specific steps in scoring all items are listed below: 1. Require the subject to perform three trials. 2. Observe the student performing the skill and concentrate on the performance criteria. 3. Where the student performs a behavioural component two out of three trials correctly, mark a "1" in the appropriate box in the correct assessment column. Where the student does not perform a behavioural component two out of three trials correctly, mark "0."

  Nine months

• Test of gross motor development (tgmd-2): Object control skill- stationary bounce

  EQUIPMENT/CONDITIONS: An 8-10-inch playground ball and a flat hard surface. DIRECTIONS: Tell the student to bounce the ball three times using one hand. Make sure the ball is not underinflated. Repeat three separate trials. PERFORMANCE CRITERIA: Contact ball with one hand at about hip height. Pushes ball with fingers (not a slap). Ball contacts floor in front of (or to the outside of) foot on the side of the hand being used. Expert scoring - the specific steps in scoring all items are listed below: 1. Require the subject to perform three trials. 2. Observe the student performing the skill and concentrate on the performance criteria. 3. Where the student performs a behavioural component two out of three trials correctly, mark a "1" in the appropriate box in the correct assessment column. Where the student does not perform a behavioural component two out of three trials correctly, mark "0."

  Nine months

• Test of gross motor development (tgmd-2): Object control skill- catch

  * EQUIPMENT/CONDITIONS:\*\* A 6-8-inch sponge ball, 15 feet of clear space, masking tape or other marking device. * DIRECTIONS:\*\* Mark off two lines 15 feet apart. The student stands on one line, and the ball is tossed from the other. Toss the ball underhand directly to the student with a slight arc, saying "catch it with your hands." Only count tosses between the student's shoulders and waist. \*\*PERFORMANCE CRITERIA:\*\* 1. Preparation phase with elbows flexed and hands in front of the body. 2. Arms extend in preparation for ball contact. 3. Ball caught and controlled by hands only. 4. Elbows bend to absorb force. \*\*EXPERT SCORING:\*\* 1. Require three trials. 2. Observe and focus on performance criteria. 3. Score "1" for correct performance on two out of three trials, otherwise score "0."

  Nine months

• Test of gross motor development (tgmd-2): Object control skill- kick

  EQUIPMENT/CONDITIONS: An 8-10-inch plastic or slightly deflated playground ball, 30 feet of clear space, masking tape or other marking device. DIRECTIONS: Mark off two lines-one 30 feet away from a wall and another 20 feet from the wall. Place the ball on the line nearest the wall and have the student stand on the other line. Instruct the student to kick the ball "hard" toward the wall. PERFORMANCE CRITERIA: Rapid continuous approach to the ball. Trunk inclined backward during ball contact. Forward swing of the arm opposite kicking leg. Follow-through by hopping on non-kicking foot. EXPERT SCORING: Require three trials. Observe and focus on performance criteria. Score "1" for correct performance on two out of three trials, otherwise score "0."

  Nine months

• Test of gross motor development (tgmd-2): Object control skill- overhand throw

  EQUIPMENT/CONDITIONS: A tennis ball, a wall, and 25 feet of clear space. DIRECTIONS: Tell the student to throw the ball "hard" at the wall. PERFORMANCE CRITERIA: A downward arc of the throwing arm initiates the windup. Rotation of hip and shoulder to a point where the nondominant side faces an imaginary target. Weight is transferred by stepping with the foot opposite the throwing hand. Follow-through beyond ball release diagonally cross body toward side opposite throwing arm. Expert scoring - the specific steps in scoring all items are listed below: 1. Require the subject to perform three trials. 2. Observe the student performing the skill and concentrate on the performance criteria. 3. Where the student performs a behavioural component two out of three trials correctly, mark a "1" in the appropriate box in the correct assessment column. Where the student does not perform a behavioural component two out of three trials correctly, mark "0."

  Nine months

• Test of gross motor development (tgmd-2): Object control skill- underhand roll

  EQUIPMENT/CONDITIONS: A tennis ball or a softball; two cones; tape; and 25 feet of clean space. DIRECTIONS: Place two cones 4 feet apart against a wall. Instruct the child to roll the ball between the cones with force. PERFORMANCE CRITERIA: Preferred hand swing, reaching behind the trunk while chest faces cones. Strides forward with foot opposite the preferred hand toward the cones. Bends knees to lower body. Releases ball close to the floor so ball does not bounce more than 4 inches high. Expert scoring - the specific steps in scoring all items are listed below: 1. Require the subject to perform three trials. 2. Observe the student performing the skill and concentrate on the performance criteria. 3. Where the student performs a behavioural component two out of three trials correctly, mark a "1" in the appropriate box in the correct assessment column. Where the student does not perform a behavioural component two out of three trials correctly, mark "0."

  Nine months

Secondary Outcomes (6)

• Sex

  Nine months

• Date of birth

  Nine months

• Weight

  Nine months

• Height

  Nine months

• Body Mass Index (BMI)

  Nine months

Study Arms (2)

Developmental gymnastics (DG)

EXPERIMENTAL

Developmental gymnastics group of participants

Other: Developmental gymnastics

Control (CG)

NO INTERVENTION

Control group of participants

Interventions

Developmental gymnastics OTHER

The DG exercise program ran from September 15, 2021, to May 15, 2022, in a well-equipped gymnasium. Led by trained teachers and gymnastics experts, sessions were held twice weekly (Tuesday and Thursday) for 60 minutes. The program focused on stability, locomotor skills, and manipulation, introducing children to DG fundamentals. It included circuit and station training, obstacle courses, and gradually increased exercise complexity. Sessions comprised a 15-minute warm-up, a 40-minute main session with skill practice and conditioning, and a 5-minute cool-down. The atmosphere was positive and friendly, with kid-friendly music and adapted procedures from previous research.

Developmental gymnastics (DG)

Eligibility Criteria

• Age: 4 Years - 7 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• No injuries within the past six months
• No other medical conditions, including COVID-19
• No scheduled physical activity in the previous three months
• Considered valid for the experimental programs if participants completed at least 80% of all training sessions.

You may not qualify if:

• History of neurological or musculoskeletal disorders
• Clinical conditions that could affect balance, such as motor disorders, diabetes, heart disease, stroke, vision problems, thyroid issues, or issues with nerves or blood vessels.

Sponsors & Collaborators

• University of Novi Sad: lead

Study Sites (1)

Faculty of sport and Physical Education, University of Novi Sad

Novi Sad, Vojvodina, 21000, Serbia

Location

Related Publications (1)

• Radanovic D, Marinkovic D, Macak D, Milic Z, Popovic B, Pantovic M, Madic DM. Effects of Developmental Gymnastics Exercise Program on Preschoolers' Motor Skills: A Randomised Controlled Trial. Children (Basel). 2025 Nov 23;12(12):1590. doi: 10.3390/children12121590.

  PMID: 41462731 DERIVED

MeSH Terms

Conditions

Motor Activity

Condition Hierarchy (Ancestors)

Behavior

Study Officials

• Dragan Marinkovic

  University of Novi Sad, Faculty of Sport and Physical Education

  STUDY DIRECTOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: TREATMENT
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Lead Investigator

Study Record Dates

• First Submitted: March 7, 2024
• First Posted: March 18, 2024
• Study Start: September 5, 2021
• Primary Completion: September 10, 2021
• Study Completion: May 10, 2022
• Last Updated: March 18, 2024

Record last verified: 2024-03

Data Sharing

• IPD Sharing: Will not share

Locations

SE (1)