The Effect of Coordination Exercises on Preschool Children's Coordination Ability and Psychological State

Abstract

This study examined the effects of coordination training (Co-TR) in early childhood from two perspectives: changes in coordination ability and emotional state. Owing to the increas-ing concern regarding the declining physical fitness in children, particularly decreased mo-tor control, an active play-based exercise program incorporating Co-TR elements designed to stimulate the nervous system was implemented. Participants were 46 senior kindergar-teners (25 boys and 21 girls). The 50-minutes program was conducted once a week for eight weeks. Coordination skills were assessed using motor performance tests, while emotional changes were measured using a “Mood Sheet” that integrates color, language, and facial ex-pressions into seven emotional patterns. The Co-TR program consisted of three catego-ries—tag-style games, ball-handling activities, and game-based exercises—all emphasizing rapid and accurate decision-making in response to sensory input to execute optimal actions. Improvements were observed in all motor performance tests after the intervention. A signif-icant interaction between test timing and sex was found in the balance test, with girls per-forming significantly better than boys in the post-test. Additionally, many children ex-pressed positive emotions, such as relief and a sense of accomplishment, after participating in the program. As the sessions progressed, more children reported feeling excited rather than neutral before the sessions. These findings indicate that the Co-TR program is not only effective in enhancing coordination skills in early childhood but also fosters a positive and engaging experience. Incorporating Co-TR into preschool settings may offer a promising solution to the growing concern regarding uncoordinated movements among children.