Clinical Research Directory

Does Daily Physical Education Improve Motor Skill Development and Health-Related Physical Fitness in Preschool Children?

Background: During childhood, physical activity (PA) plays a fundamental role in motor development, as movement experiences during this critical period support the acquisition of both fine and gross motor skills (GMS) and foster an active lifestyle. This developmental phase, marked by regular engagement in PA and the progressive attainment of motor competence, has been consistently linked to a range of health benefits. Accordingly, early motor intervention programs have received considerable research attention for their demonstrated positive impact on children's motor skill development. Beyond such general approaches, more targeted strategies have also been explored, including programs aimed at increasing the amount of time devoted to PA within school settings. Prior studies have shown that incorporating structured exercise interventions-based on enjoyable, game-like activities-into the curriculum can significantly enhance children's fundamental motor skills. Method and Materials: A total of 258 preschool children (128 boys, 130 girls) were assigned to either a gender-balanced experimental group participating in an innovative, daily physical education program (EG; n=125) or a control group following the standard institutional curriculum (CG; n=133). The average age of participants was 6.07±0.42 years (EG: 6.05±0.43; CG: 6.10±0.40). In EG, participants had organized physical activity 5 days per week (3 days led by physical education specialists, 2 days by preschool teachers), with each session lasting approximately 30-40 minutes. The CG continued their usual routine with structured physical activity two times per week (1 day led by a specialist, 1 day by a teacher). The program was implemented over a period of six months. The Test of Gross Motor Development-2 (TGMD-2) and Body Coordination Test for Children (KTK) were used to assess GMS, while the PREFIT battery was used to assess health-related physical fitness. Aim: Тhe study aimed to empirically determine the effects of an experimental physical education program in preschool institutions on the development of motor skills and the improvement of health-related physical fitness in preschool-aged children.

The Effects of Core Stabilization Exercises on Physical Performance, Balance, and Coordination in Young Football Players

This study aims to examine the effects of a 6-week core stabilization exercise program on balance, coordination, and core endurance parameters in young soccer players. Soccer is a sport that requires multifaceted skills such as balance, agility, and endurance, and it is well-known that stabilization of the lumbopelvic region (core) plays a critical role in enhancing performance and reducing the risk of injury. The study will include male volunteer athletes aged 14-17 years from the Alayköy Football Club Under-17 team in Cyprus. Participants will be randomly assigned to an exercise group (n=10) and a control group (n=10). The exercise group will undergo a progressive core stabilization program (plank, side plank, dead bug, etc.) twice a week for 6 weeks in addition to their routine training, while the control group will continue only with routine soccer training. Data will be collected using the Y-Balance Test, Pro-Agility Test, Squat Repetition Test, McGill Core Endurance Tests (Flexion and Lateral Bridge), and Prone Extension Test. Data analysis will be performed using Statistical Package for the Social Sciences version 27.0; the Wilcoxon test will be used for within-group changes, and the Mann-Whitney U test will be used for between-group comparisons. Ethical committee approval was obtained from the Scientific Research and Publication Ethics Committee (BAYEK) of the European University of Lefke, and informed consent forms will be collected from participants and their parents.