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Towards Sustainable Early Education Practices: A Quasi-Experimental Study on the Effects of Kindergarten Physical Education Programs on Fundamental Movement Skills and Self-Regulation in Haikou City, China

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  • Hua Wu

    (Faculty of Associated Medical Sciences, Khon Kaen University, Khon Kaen 40002, Thailand
    Faculty of Physical Education, Hainan Normal University, Haikou 571158, China)

  • Wichai Eungpinichpong

    (BNOJHP Research Center, PT Division of Physical Therapy, Faculty of Associated Medical Sciences, Khon Kaen University, Khon Kaen 40002, Thailand)

  • Hui Ruan

    (Faculty of Physical Education, Hainan Normal University, Haikou 571158, China)

  • Wenke Chen

    (Faculty of Physical Education, Hainan Normal University, Haikou 571158, China)

  • Yibei Yang

    (Faculty of Physical Education, Hainan Normal University, Haikou 571158, China)

  • Xiujuan Dong

    (Faculty of Physical Education, Hainan Normal University, Haikou 571158, China)

Abstract

Acquiring fundamental movement skills (FMS) in early childhood is linked to long-term engagement in physical activity, promoting lifelong health. Concurrently, the development of self-regulation contributes to fostering socially responsible and empathetic individuals. This study aims to contribute to the sustainable development goals of Good Health and Well-being (Goal 3) and Quality Education (Goal 4) by promoting early education practices that enhance children’s physical and socio-emotional development. This quasi-experimental study, employing a pre/post-test control design, examined the influence of different kindergarten physical education programs on FMS and self-regulation. Participants from a sports-themed kindergarten, ordinary public kindergarten, and non-profit private kindergarten were equally divided into three groups. The “Hello Sunshine” (HS) group followed a ball game-based program; the ordinary physical education (OPE) group’s curriculum had multi-themed physical activities; and the free-play (FP) group as a comparison group (free play) spent their activity time freely playing. Data from a total of 239 children were analyzed, all of whom received identical assessments of fundamental movement skills and self-regulation by the Test of Gross Motor Development-3 (TGMD-3) and the head–toes–knees–shoulders (HTKS) test at baseline and after 10 weeks of the PE curriculum. There was a significant effect of grouping on TGMD-3 composite scores after controlling for the pre-test score (F(2, 235) = 65.232, p < 0.001, Partial η 2 = 0.357). The composite score of the HS group was clearly higher than that of the OPE (95% CI:10.72~16.45) and FP (95% CI: 4.16~9.98) groups. A significant group time effect was observed for self-regulation (F(2, 236) = 4.588, p = 0.011, Partial η 2 = 0.037). After 10 weeks, the HS group displayed a more significant increase in self-regulation (14.8%) than that in the OPE (9.7%) and FP (14.6%) groups. The ball game-based program exhibited more advantages in promoting fundamental movement skills and self-regulation among the kindergarteners. Overall, this study’s findings highlight the potential benefits of kindergarten physical education programs and underscore the importance of early childhood development, emphasizing its potential to contribute to holistic child development and align with sustainability goals.

Suggested Citation

  • Hua Wu & Wichai Eungpinichpong & Hui Ruan & Wenke Chen & Yibei Yang & Xiujuan Dong, 2024. "Towards Sustainable Early Education Practices: A Quasi-Experimental Study on the Effects of Kindergarten Physical Education Programs on Fundamental Movement Skills and Self-Regulation in Haikou City, ," Sustainability, MDPI, vol. 16(4), pages 1-13, February.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:4:p:1400-:d:1335051
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    References listed on IDEAS

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    1. Nuria Ureña & Noelia Fernández & David Cárdenas & Iker Madinabeitia & Francisco Alarcón, 2020. "Acute Effect of Cognitive Compromise during Physical Exercise on Self-Regulation in Early Childhood Education," IJERPH, MDPI, vol. 17(24), pages 1-18, December.
    2. Christoph Becker & Gabriele Lauterbach & Sarah Spengler & Ulrich Dettweiler & Filip Mess, 2017. "Effects of Regular Classes in Outdoor Education Settings: A Systematic Review on Students’ Learning, Social and Health Dimensions," IJERPH, MDPI, vol. 14(5), pages 1-20, May.
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