ABSTRACT
The present randomized controlled trial examines the effects of yoga, as opposed to general physical education (PE) and passive controls, on the motor skills and self-esteem of Tunisian kindergarten children. Fifty-four children (24 females, 30 males; age 5.2 ± 0.6 years; weight 17.8 ± 2.3 kg; height 103.1 ± 5.0 cm; BMI 17.26 ± 0.46 kg/m2) were randomly divided into three groups of 18 (yoga, PE, and controls), and blindly administered the Eurofit physical fitness test battery and the Rosenberg Self-Esteem Scale prior to and after 12 weeks. During this period, the yoga and PE groups attended two weekly yoga and PE sessions of 30 minutes each, respectively. At T0, no significant differences between the groups were observed (p > 0.660). Repeated-measures analysis of variance associated yoga with higher levels of motor skills (p < 0.05; effect size for arm strength [ηp2] = 0.17, leg strength [ηp2] = 0.17, flexibility [ηp2] = 0.33; speed [ηp2] = 0.61, and balance [ηp2] = 0.19) and global self-esteem in comparison to the PE and control groups (p < 0.001; ηp2 = 0.42). Twelve weeks of kindergarten-based yoga appears to improve self-esteem and motor skills in 5-year-old children. The yoga intervention as a school routine seems to enhance development, health, and the well-being of children.
Subject(s)
Yoga , Child, Preschool , Female , Humans , Male , Motor Skills , Physical Fitness , Schools , Self ConceptABSTRACT
In the present study, we assessed the impact of kindergarten-based progressive muscle relaxation (PMR) on attention and executive functioning of 5-6-year-old children. In this randomized-controlled trial, 52 children (26 female; 26 male; M age = 5.4, SD = 0.2 years) from two private Tunisian kindergartens were randomly assigned to experimental and control groups. Over 12 weeks, 18 children performed PMR in two 30-minute sessions/week, another 17 children performed generic physical education (PE) for two 30-minute sessions/week, and 17 children in a control group (CG) had no systematically guided physical activity and engaged in usual self-chosen activities like free play or artisanal activities during kindergarten hours. Prior to (T0) and after (T1) the 12-week PMR intervention, all participants completed the Visuomotor Precision and Statue subtests of the Neuropsychological Evaluation Battery (NEPSY-2), the Teddy Bear Cancellation Test, and the Rey Simple Figure Test. Although there were no significant group differences at T0, repeated measures analysis of variance revealed higher scores for the PMR group relative to both the PE and CG groups on measures of attention, visuomotor precision, memory, and motor inhibition. PMR provided an effective relaxation technique and enhanced attention and executive functioning of these 5-6-year-old children, with important implications for assisting learning and academic achievement among young children.
Subject(s)
Autogenic Training , Executive Function , Attention , Child , Child, Preschool , Exercise , Female , Humans , Male , Muscle Relaxation , SchoolsABSTRACT
The present study assesses the impact of Kindergarten-based yoga on cognitive performance, visual-motor coordination, and behavior of inattention and hyperactivity in 5-year-old children. In this randomized controlled trial, 45 children (28 female; 17 male; 5.2 ± 0.4 years) participated. Over 12 weeks, 15 children performed Hatha-yoga twice a week for 30 min, another 15 children performed generic physical education (PE) twice a week for 30 min, and 15 children performed no kind of physical activities, serving as control group (CG). Prior to (T 0) and after 12 weeks (T 1), all participants completed Visual Attention and Visuomotor Precision subtests of Neuropsychological Evaluation Battery and teachers evaluated children's behavior of inattention and hyperactivity with the Attention-Deficit/Hyperactivity Disorder (ADHD) Rating Scale-IV. At T 0, no significant differences between groups appeared. Repeated measures analysis of variance revealed that following Bonferroni-Holm corrections yoga, in comparison to PE and CG, had a significant positive impact on the development on behavior of inattention and hyperactivity. Further, yoga has a significant positive impact on completion times in two visumotor precision tasks in comparison to PE. Finally, results indicate a significant positive effect of yoga on visual attention scores in comparison to CG. 12 weeks of Kindergarten-based yoga improves selected visual attention and visual-motor precision parameters and decreases behavior of inattention and hyperactivity in 5-year-old children. Consequently, yoga represents a sufficient and cost-benefit effective exercise which could enhance cognitive and behavioral factors relevant for learning and academic achievement among young children.
