The effect of Stickygym games on motor development of children during Covid-19 lockdown

Document Type : Research Paper

Authors

1 faculty member at motor behavior department, sport sciences research institute of Iran

2 faculty member at motor behavior department, Sport Sciences Research Institute of Iran

Abstract

Background: Children's motor skills are inversely related to sedentary screen time. COVID-19-lockdown during the pandemic has caused a further increasing on screening time.
Aim: The current research aims at investigating the impact of Stickygym games on motor development of children.
Materials and Methods: Twenty-eight eligible subjects (4-6 years old) were chosen and randomly grouped into control group (n=13) and experimental group (n=15). Using TGMD-2 test, gross motor development was measured. The experimental group performed online Stickygym games for 8 weeks. Stickygym kit includes Hook & Loop strips, with two linear polyester strips being easily but firmly attached together. Trained instructors performed online training sessions. In the end, TGMD-2 test was conducted again in person. Data analysis was done using Shapiro-Wilk, Levene and the analysis of covariance tests were with the significance level of 0.05 in SPSS 24.
Results: Some locomotion skills were significantly improved by Stickygym games: bound (P=0.005), galloping (P=0.012), and running (P=0.003), as well as object control skills: overhand throw (P=0.004), underhand roll (P=0.01), and striking a stationary ball (P=0.021).
Conclusion: This play kit can be utilized by pre-school educators and parents for improving object control and locomotion skills in preschool children.

Keywords

References

[1] UNICEF. Early childhood development. 2017; https://www.unicef.org/dprk/ecd.pdf.
[2] Riethmuller AM, Jones R, Okely AD. “Efficacy of interventions to improve motor development in young children: A systematic review Pediatrics”. Pediatrics. 2009 Oct; 124(4):782-92. Doi; 10.1542/peds.2009-0333.
[3] Australian Bureau of Statistics (ABS). Australian health survey: physical activity. 2013. Accessed April 10, 2017.
[4] King G, Law M, King S, Rosenbaum P, Kertoy MK, Young NL. “A conceptual model of the factors affecting the recreation and leisure participation of children with disabilities”. Phys Occup Ther Pediatr. 2003; 23(1): 63-90. Doi: 10.1080/J006v23n01_05.
[5] Ness AR, Leary SD, Mattocks C, Blair SN, Reilly JJ, Wells J, Ingle S, Tilling K, Smith GD, Riddoch C. “Objectively measured physical activity and fat mass in a large cohort of children”. PLoS Med. 2007 Mar; 4(3): e97. Doi: 10.1371/journal.pmed.0040097.
[6] Steptoe A, Butler N. “Sports participation and emotional wellbeing in adolescents”. Lancet. 1996 Jun 29; 347(9018): 1789-92. Doi: 10.1016/S0140-6736(96)91616-5.
[7] Cavill N, Biddle S, Sallis JF. “Health enhancing physical activity for young people: Statement of the United Kingdom expert consensus conference”. Ped Exerc Sci. 2001; 13: 12-25. Doi: 10.1123/pes.13.1.12.
[8] Metcalfe J, Clark JE. “The mountain of motor development: a metaphor”. Motor Development: Research and Reviews, Reston (VA). 2002; 2: 163-190.
[9] Webster EK, Martin CK, Staiano AE. “Fundamental motor skills, screen-time, and physical activity in preschoolers”. J Sport Health Sci. 2019 Mar; 8(2): 114-121. Doi: 10.1016/j.jshs.2018.11.006.
[10] Couzin-Franke J, Vogel, G, Weiland, M. “School openings across globe suggest ways to keep coronavirus at bay, despite outbreaks”. Science. 2020; 369: 241-245.
[11] Margaritis I, Houdart S, Ouadrhiri E, Bigard Y, Vuillemin X, Duché AP. “How to deal with COVID-19 epidemic-related lockdown physical inactivity and sedentary increase in youth? Adaptation of Anses’ benchmarks”. Arch. Public Health. 2020, 78: 1-6. Doi: 10.1186/s13690-020-00432-z.
[12] Vanderloo LM, Carsley S, Aglipay M, Cost K T, Maguire J, Birken CS. “Applying harm reduction principles to address screen time in young children amidst the COVID-19 pandemic”. J. Dev. Behav. Pediatr. 2020; 41: 335-336. Doi: 10.1097/DBP.0000000000000825.
[13] Moore S, Faulkner G, Rhodes R, Brussoni M, Chulak-Bozzer T, Ferguson L, Mitra R, O’Reilly N, Spence J, Vanderloo L, et al. “Impact of the COVID-19 virus outbreak on movement and play behaviours of Canadian children and youth: A national survey”. International Journal of Behavioral Nutrition and Physical Activity. 2020. Doi: 10.1186/s12966-020-00987-8.
[14] Zenic N, Taiar R, Gilic B, Blazevic M, Maric D, Pojskic H, Sekulic D. “Levels and changes of physical activity in adolescents during the COVID-19 Pandemic: Contextualizing urban vs. Rural living environment”. Appl. Sci. 2020; 10(11): 3997. Doi: 10.3390/app10113997.
[15] Pombo A, Luz C, de Sá  C, Rodrigues L, Cordovil R. “Effects of the COVID-19 lockdown on Portuguese children’s motor competence”. Children. 2021; 8(3): 199. Doi: 10.3390/children8030199.
[16] Szpunar M, Vanderloo LM, Brianne BA, Truelove S, Shauna MB, Gilliland J, et al. “Children and parents’ perspectives of the impact of the COVID-19 pandemic on Ontario children’s physical activity, play, and sport  behaviors”. BMC Public Health. 2021 Dec 13; 21(1): 2271. Doi: 10.1186/s12889-021-12344-w.
[17] Manzano-León A, Rodríguez-Ferrer JM, José Manuel AP. “Gamification and family leisure to alleviate the psychological impact of confinement due to COVID-19”. Children & Society. 2021; 00: 1–17. Doi: 10.1111/chso.12495.
[18] Kari T, Piippo J, Frank L, Makkonen M, Moilanen P. “To gamify or not to gamify? Gamification in exercise applications and its role in impacting exercise motivation”. 29th Bled e Conference. 2016.
[19] Filella G, Pérez-Escoda N, Ros-Morente A. “Evaluation of the emotional education program “Happy 8-12” for the assertive resolution of conflicts among peers”. Electronic Journal of Research in Educational Psychology. 2016; 14(3): 582-601. Doi: 10.14204/ejrep.40.15164.
[20] Vygotski L. Mind in Society, the Development of Higher Psychological Processes. Harvard University Press Cambrigde.1978.
[21] Iltus S. “Significance of home environments as proxy indicators for early childhood care and education”. Paper commissioned for the EFA Global Monitoring Report. 2007.
[22] Abbott AL, Bartlett DJ, Fanning JEK, Kramer J. “Infant motor development and aspects of the home environment”. Pediatr Physic Ther. 2000; 12: 62-67. Doi: 10.1097/00001577-200012020-00003.
[23] Bradley RH, Caldwell BM, Rock SL, et al. “HOME environment and cognitive development in the first 3 years of life: a collaborative study involving six sites and three ethnic groups in North America”. Develop Psychol. 1989; 25: 217. Doi: 10.1037/0012-1649.25.2.217.
[24] Stoffregen TA. “Affordances and events”. Ecological Psychology. 2000; 12: 1-28. Doi: 10.1207/S15326969ECO1201.
[25] Jones RA, Okely AD, Hinkley T, Batterham M, Burke C. “Promoting gross motor skills and physical activity in childcare: a translational randomized controlled trial”. Journal of Science and Medicine in Sport. 2016; 19(9): 744-749. Doi: 10.1016/j.jsams.2015.10.006.
[26] Zarezade M. Determining reliability and validity of test of gross motor development (Ulrich, 2000) in 3-11 aged children of Tehran city. Doctoral dissertation. University of Tehran, Faculty Physical Education Sport Sciences. 2010: 115-142.
[27] Ulrich D. Test of Gross Motor Development. 2nd Ed, 2000; Austin, TX: Pro-Ed.
[28] Son S, Morrison FJ. “The nature and impact of changes in home learning environment on development of language and academic skills in preschool children”. Developmental Psychology. 2010; 46(5): 1103-1118. Doi: 10.1037/a0020065.
[29] Hirose N. “An ecological approach to embodiment and cognition”. Cognitive Systems Research. 2002; 3(3): 289-299. Doi: 10.1016/S1389-0417(02)00044-X.
[30] Rodrigues LP, Saraiva L, Gabbard C. “Development and construct validation of an inventory for assessing the home environment for motor development”. Res Q Exerc Sport. 2005 Jun; 76(2): 140-8. Doi: 10.1080/02701367.2005.10599276.
[31] Bradley RH, Caldwell BM, Rock SL, et al. “Home environment and cognitive development in the first 3 years of life: a collaborative study involving six sites and three ethnic groups in North America”. Developmental Psychology.1989; 25(2): 217-235. Doi: 10.1037/0012-1649.25.2.217.
[32] Mori S, Nakamoto H, Mizuochi H, Ikudome S, Gabbard C. “Influence of affordances in the home environment on motor development of young children in Japan”. Child Development Research. 2013: 1-5. Doi: 10.1155/2013/898406.
[33] Mahoney G, Robinson C, Perales F. “Early motor intervention: the need for new treatment paradigms”. Infants & Young Children. 2004; 17(4): 291-300. Doi: 10.1097/00001163-200410000-00003.
[34] Talarowski M, Cohen DA, Williamson S, Han, B. “Innovative playgrounds: use, physical activity, and implications for health”. Public Health. 2019 Sep; 174: 102-109. Doi: 10.1016/j.puhe.2019.06.002.
[35] Nejati H. Developmental Psychology. 1997; Tehran, Mahshid.
[36] Ryan RM, Deci EL. Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. 2017; The Guilford Publications. Doi: 10.1521/978.14625/28806.
[37] Brockman R, Jago R, Fox KR. “Children's active play: self-reported motivators, barriers and facilitators”. BMC Public Health. 2011; 11: 461.  Doi: 10.1186/1471-2458-11-461.
[38] Ramirez Cerón, GG. “Family and play as a distance learning strategy during the Covid-19 pandemic in Mexico: A proposal from university teaching in health sciences, RED”. Revista de Educación a Distancia. Murcia, 2021; 65(21): 1-20. Doi: 10.6018/red.456231.
[39] Fearn M, Howard J. “Play as a resource for children facing adversity: An exploration of indicative case studies”. Children & Society. 2011; 26(6): 456-468. Doi: 10.1111/j.1099-0860.2011.00357.x.
[40] Choi M, Tessler H, Kao G. “Arts and crafts as an educational strategy and coping mechanism for Republic of Korea and United States parents during the COVID-19 pandemic”. International Review of Education. 2020; 66: 715-735. Doi: 10.1007/s11159-020-09865-8.
[41] Mateos A, Balsells MÀ, Fuentes-Peláez N, Rodrigo MJ. “Listening to children: Evaluation of a positive parenting programme through art-based research”. Children & Society. 2021; 35: 311-330. Doi: 10.1111/chso.12439.
[42] Chtourou H, Trabelsi K, H'mida C, Boukhris O, Glenn JM, Brach M, Bentlage E, Bott N, Shephard RJ,Ammar A, Bragazzi NL. “Staying physically active during the quarantine and self-isolation period for controlling and mitigating the COVID-19 pandemic: A systematic overview of the literature”. Frontiers in Psychology. 2020; 11: 1708. Doi: 10.3389/fpsyg.2020.01708.
[43] Lieberman DA, Circulation B, Medina Jr E, Franklin BF, Sanner BM, Vafiadis DK. “The power of play: Innovations in getting active summit”. Circulation. 2011; 123(21): 2507-2516. Doi: 10.1161/CIR.0b013e318219661d.
[44] Gallahue DL, Ozmun JC. Understanding Motor Development: Infants, Children, Adolescents, Adults. 6th ed, 2012; Boston (MA): McGraw-Hill: 87-108.
[45] Hestbaek L, Vach W, Andersen ST, Lauridsen HH. “The effect of a structured intervention to improve motor skills in preschool children: Results of a randomized controlled trial nested in a cohort study of Danish Preschool Children, the MiPS study. Int. J. Environ. Res. Public Health. 2021; 18: 12272. Doi: 10.3390/ijerph182312272.
[46] Bayer O, von Kries R, Strauss A, Mitschek C, Toschke AM, Hose A, Koletzko BV. “Short- and mid-term effects of a setting based prevention program to reduce obesity risk factors in children: a cluster-randomized trial”. Clin Nutr. 2009; 28: 122-128. Doi: 10.1016/j.clnu.2009.01.001.
[47] Bonvin A, Barral J, Kakebeeke TH, Kriemler S, Longchamp A, Schindler C, Marques-Vidal P, Puder JJ. “Effect of a governmentally-led physical activity program on motor skills in young children attending child care centers: a cluster randomized controlled trial”. The International Journal of Behavioral Nutrition and Physical Activity. 2013; 10(1): 90. Doi: 10.1186/1479-5868-10-90.
[48] Jones RA, Okely AD, Hinkley T, Batterham M, Burke C. “Promoting gross motor skills and physical activity in childcare: a translational randomized controlled trial”. Journal of Science and Medicine in Sport. 2016; 19(9): 744-749. Doi: 10.1016/j.jsams.2015.10.006.
[49] Higgins JP, Green S. (2008). Cochrane Handbook of Systematic Reviews of Interventions. 2008; Hoboken: John Wiley & Sons.
[50] Jones RA, Okely AD, Hinkley T, Batterham M, Burke C. “Promoting gross motor skills and physical activity in childcare: a translational randomized controlled trial”. Journal of Science and Medicine in Sport. 2016; 19(9): 744-749. Doi: 10.1016/j.jsams.2015.10.006.
[51] Sween J, Wallington SF, Sheppard V, Taylor T, Llanos AA, Adams-Campbell LL. “The role of exergaming in improving physical activity: A review”. J. Phys. Act. Health. 2014; 11: 864-870.  Doi: 10.1123/jpah.2011-0425.
[52] Gao Z, Chen S. “Are field-based exergames useful in preventing childhood obesity?” A Systematic Review, Obes. Rev. 2014; 15: 676-691. Doi: 10.1111/obr.12164.
[53] Gao Z, Xiang P. “Effects of exergaming based exercise on urban children’s physical activity participation and body composition”. J. Phys. Act. Health. 2014; 11: 992-998. Doi: 10.1123/jpah.2012-0228.
[54] Gao Z, Chen S, Pasco D, Pope Z. “A meta-analysis of active video games on health outcomes among children and adolescents”. Obes. Rev. 2015; 16: 783-794. Doi: 10.1111/obr.12287.
[55] Warburton DE, Bredin SSD, Horita LT, Zbogar D, Scott JM, Esch BT, Rhodes RE. “The health benefits of interactive video game exercise”. Appl. Physiol. Nutr. Metab. 2007; 32: 655-663. Doi: 10.1139/H07-038.
[56] Webster EK, Kracht CL, Newton Jr RL, Beyl RA, Staiano AE. “Intervention to Improve Preschool Children’s Fundamental Motor Skills: Protocol for a Parent-Focused, Mobile App–Based Comparative Effectiveness Trial”. JMIR Res Protoc. 2020 Oct 20; 9(10): e19943. Doi: 10.2196/19943.
Sport Sciences and Health Research
Volume 13, Issue 1
January 2021
Pages 41-52

Files

Share

How to cite

Statistics