Development of physical activity and executive functions of senior preschoolers in a preschool institution

Tvardovskaya, Alla A. · 2022 · Crossref

DOI: 10.33910/herzenpsyconf-2022-5-58

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Summary

This study investigates the relationship between physical activity and executive functions (inhibitory control, cognitive flexibility, and working memory) in senior preschoolers aged 6–7. Motivated by declining physical activity levels among children due to factors such as the COVID-19 pandemic and increased digital engagement, the research aims to compare regulatory function characteristics with physical skill development and to design strategies for enhancing cognitive regulation through specific motor activities. The research was conducted in two stages. The first stage (2020–2021) involved a comparative assessment of 250 children from preschool institutions in Kazan. Physical fitness was evaluated through tests for flexibility, ball throwing, long jump, and shuttle run. Executive functions were assessed individually using subtests from the NEPSY-II neuropsychological diagnostic complex, including measures for auditory and visual working memory, cognitive flexibility (Dimensional Change Card Sort), and inhibitory control. The second stage (2021–2022) was a forming experiment involving a 22-week intervention with 105 participants divided into four groups: three experimental groups and one control group. The experimental groups engaged in 20–25 minute sessions twice weekly, utilizing either active and musical-rhythmic games, a CrossFit Kids complex, or story-based physical activities with digital tools. The control group followed the standard educational program. Results from the first stage indicated that children with high physical fitness significantly outperformed those with low fitness in regulatory development. The most pronounced differences were observed in inhibitory control and visual-spatial working memory, with statistical significance confirmed via Student’s t-test. The intervention results, analyzed using the Kruskal-Wallis test, showed that all three experimental methods significantly improved auditory and visual working memory compared to the control group. Specifically, active and musical-rhythmic games, CrossFit Kids, and story-based physical activities all yielded significant improvements in regulatory function indicators. The study concludes that there is a bidirectional relationship between physical functional training and executive functions. Enhanced self-regulation skills facilitate better performance in physical tasks through improved memory of exercise techniques and mental imagery, while physical activity enhances the management of cognitive processes. These findings support the development of targeted strategies for preschool education that differentiate activity types and intensities to simultaneously foster physical fitness and cognitive regulation.

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• executive function