Citation

Miyaguchi K, Demura S, Sugiura H, Uchiyama M. J. Strength Cond. Res. 2013; 27(10): 2791-2799.

Affiliation

Ishikawa Prefectural University, Suematsu 1-308, Nonoichimachi, Ishikawa 921-8836, Japan Kanazawa University Graduate School of Natural Science & Technology, Kakuma, Kanazawa, Ishikawa 920-1164, Japan Akita Prefectural University, Kaidobata-Nishi. Nakano Shimoshinjo. Akita City. Akita, 241-438, Japan.

Copyright

(Copyright © 2013, National Strength and Conditioning Association)

DOI

10.1519/JSC.0b013e318283b3f1

PMID

23302758

Abstract

This study examines the development of various reaction movements in preschool children, and the relationship between reaction times and favorite play activities. The subjects were 167 healthy preschool children aged 4 to 6 (96 boys and 71 girls). This study focused on the reaction times of the upper limbs (Reaction-1: release, 2: press) and the whole body (Reaction-3: forward jump). The activities frequently played in preschools are largely divided into dynamic plays (tag, soccer, gymnastics set, dodge ball, and jump rope) and static plays (drawing, playing house, reading, playing with sand, and building blocks). The subjects chose three cards picturing their favorite plays, out of ten cards depicting ten different activities. All ICCs of measured reaction times were high (0.73-0.79). In addition, each reaction time shortened with age. Reaction-1 showed a significant and low correlation with Reaction-3 (r =0.37). The effect size (ES) of the whole body reaction time was the largest. Whole body reaction movement, which is largely affected by the exercise output function, develops remarkably in childhood. Children who liked 'tag' were faster in all reaction times. The children who chose 'soccer' were faster in Reactions-2 and 3. In contrast, children who liked 'playing house' tended to have slower reaction times. Dynamic activities, such as tag and soccer, promote development of reaction speed and agility in movements involving the whole body. Preschool teachers and physical educators should re-examine the effect of tag and use it periodically as one of the exercise programs to avoid unexpected falls and injuries in everyday life.

Language: en