| purpose: 3-6 years old is a sensitive period for children’s movement development,and various forms of movement are conducive to promoting preschool children’s movement skills and cognitive development;common basic skills practice for children is a form of movement in which limbs swing symmetrically in front of and behind the sagittal plane around the coronal axis,and limb swing does not exceed the sagittal plane of the body midline;lateral crossover exercise is a form of movement in which limb swing exceeds the sagittal plane of the body midline This exercise form emphasizes more on the direction and amplitude of the left and right lateral cross swing movements and the ability to coordinate and control the limb movements,which may have some influence on the learning effect and executive function of gross motor skills.Therefore,this study was conducted to investigate the effects of lateral crossover exercises on the development of gross motor skills and executive functions in preschool children through an intervention experiment.methods: This study mainly used a quasi-experimental design with whole-group sampling,and three kindergartens in Beijing were selected to be divided into a lateral crossover exercise intervention group,a non-crossover intervention group,and a control group,with one middle class and one small class in each kindergarten selected as a group for the experiment.In this study,200 kindergartens in the middle and small classes were recruited,with an average age of 4.53±0.54 years,an average height of 111.00±5.86 cm.The average weight was 18.66±2.80 kg,and the BMI was 15.04±1.32 kg/m2,of which 99 were girls and 101 were boys.There were 69 students in the cross-sectional intervention group(32 in the small class and 36 in the middle class),67 students in the non-cross-sectional intervention group(35 in the small class and 32 in the middle class),and 64 students in the control group(30 in the small class and 34 in the large class).The two experimental intervention groups were given 30 minutes of exercise intervention three times a week for24 weeks,while the control group followed the normal class schedule in the garden without any intervention.The TGMD-2 was used to measure gross motor skills;the NIH-Toolbox software was used to test executive function,and the National Physical Fitness Test(Early Childhood Version)was used to test physical fitness.The SPSS.24.0 software was used to test and analyze the gross motor skills,executive function,and physical fitness of the three groups by one-way ANOVA.Results:In terms of children’s gross motor skills,the total gross motor skills of the three groups after the experiment were divided into the lateral crossover group(64.97±7),the non-crossover practice group(61.25±9.27),and the control group(45.71±5.75),with significant differences between the three groups(F=47.59,p<0.01),and the total gross motor skills of the small children were divided into the lateral crossover group(63.71±6.98),the non-crossover practice group(58±11.05),and the control group(54.74±8.27).63.71±6.98),non-crossover practice group(58±11.05),and control group(54.74±8.27);there was a significant difference between the three groups(F=6.93,p<0.01),and the improvement effect of the lateral crossover group in small classes was significantly higher than that of the non-crossover practice group in a two-by-two comparison(p<0.05),and the difference between the lateral crossover group and the non-crossover group in small classes was(-5.714),95% CL(-10.35-1.08),the scores of gross motor skills in the middle class children were higher than those in the small class children2.In terms of executive functions of toddlers,(1)the inhibition control scores of the three groups after the experiment were lateral crossover group(43.88 ± 6.7,non-crossover practice group(38.16 ± 5.68),control group(33.03 ± 9.33),inhibition control scores of the small class(37.14 ± 6.21),lateral crossover group(36.12 ± 7.5),the control group(27.11±12.5),and a significant difference between the three groups after the experiment(F=17.69,p< 0.05)(2)The working memory scores of the three groups after the experiment were horizontal crossover group(13.91±3.75),non-crossover practice group(12.13±3.70),control group(8.65±3.19),small class working memory scores were horizontal crossover group(13.25±4.91),non-crossover practice group(11.79±3.41),control group(8.19± 2.43),with significant differences between the three groups after the experiment(F=18.16,p< 0.05).(3)The cognitive flexibility scores of the three groups after the experiment were horizontal crossover group(38.24±3.82),non-crossover practice group(33.50±10.33),and control group(27.81±12.96),while the cognitive flexibility scores of the small class were horizontal crossover group(32.71±11.85),non-crossover practice group(35.76±7.56),and control group(27.74±14.47);there was a significant difference between the three groups after the experiment(F=9.40,p<0.05)conclusions : Crossover and non-crossover exercises promote the development of gross motor skills and executive functions.The lateral crossover intervention is more effective in promoting the development of gross motor skills and executive functions. |
