Effect of physical activity on kindergarten students’ motor skills, emotional and cognitive development: a systematic review
DOI:
https://doi.org/10.47197/retos.v74.117447Keywords:
Physical, Kindergarten, Motor Skills, Emotional, CognitiveAbstract
Introduction: This study provides a comprehensive synthesis of the literature that critically explores the effect of physical activity programmes on developing motor skills, emotional well-being, and cognitive abilities in kindergarten.
Methodology: A comprehensive literature search was conducted using reputable, multidisciplinary academic databases, adhering to the PRISMA-P (Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols). Rigorous eligibility criteria were employed to ensure that the selected studies were relevant and of high quality. The review focused on physical activity-related outcomes in motor, emotional, and cognitive domains.
Results: From an initial pool of 978 articles, 14 studies met the inclusion criteria. Five studies explored the effects of physical activity on motor skills, four on emotional development, and two on cognitive development. One study examined motor skills and cognitive outcomes, while 2 addressed emotional and cognitive aspects.
Conclusions: The findings support the positive influence of diverse physical activity programmes on kindergarten children’s motor, emotional, and cognitive development. These results reinforce the importance of incorporating physical activity as a core element within holistic early childhood education, rather than treating it as a supplementary component.
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