The influence of frequence exercise to the children motor efficiency

Child’s development is mutually influenced by the environment, heredity and activities. It’s impossible to estimate the exact influence of these different factors. In the preschool phase the development is unequally distributed between social, emotional, physical and cognitive areas. A change in any of those affects also all the other. Within these areas the researches are searching for measurement instruments which would be most effective in including key elements of a child’s development so that they could measure it. Their conclusion usually is that in preschool phase the qualitative measurement instruments are more accurate than quantitative. In my thesis we researched mostly the physical area. For the purpose of this thesis we used a qualitative measurement instrument for measuring physical efficiency. The aim was to determine if the amount and the frequency of physical activities are influencing the speed of physical development of a child. The research involved 60 children aged between 5.5 and 6 years. We divided them in groups of 20, conditioning it with the amount of times they are taking part in organized physical activities. The first group did not attend any organized physical activities. The second group attended it 1-2 times per week and the third group 3 and more times. We tested the children twice in a six month period. First time in December 2014 and second in June 2015. We tested them using the MOT 4-6 (Zimmer in Volkamer), which is consisting of 18 physical exercises. Individual exercise is marked from 0-2, sum of all exercises represents the physical efficiency of the tested children. The acquired data we processed with a statistical packet SPSS-20.0 Windows. We used a subprogram for calculating composite variables and compared them. Analysis of the results showed that including the children into physical activities has a positive influence on the physical efficiency of the children. More often the children attended these activities the better score they achieved. We also discovered that the difference between groups was not as big as we have anticipated. In the debate we stated some other activities and factors that could have a direct influence on the outcome of testing