Improving the Physical Fitness of Preschool Children with Mental Disorders by Means of Recreational Aerobics

Journal of Environmental Treatment Techniques

2020, Volume 8, Issue 4, Pages: 1539-1544

J. Environ. Treat. Tech.

ISSN: 2309-1185

Journal web link: http://www.jett.dormaj.com

https://doi.org/10.47277/JETT/1544

Improving the Physical Fitness of Preschool

Children with Mental Disorders by Means of

Recreational Aerobics

Anastasia V. Stafeeva , Svetlana S. Ivanova , Gerold L. Drandrov , Irina Y. Burkhanova ,

Nikolay B. Vorobyov , Olga V. Reutova , Anna V. Bylushkina

Department of Physical Education Theoretical Foundations, Kozma Minin Nizhny Novgorod State Pedagogical University, Nizhny Novgorod,

Russian Federation

Department of Sports Disciplines, I. Yakovlev Сhuvаsh State Pedagogical University, Cheboksary, Russian Federation

Department of Physical Education, Nizhny Novgorod State Technical University, Nizhny Novgorod, Russian Federation

Received: 18/12/2020

Accepted: 19/03/2020

Published: 20/02/2020

Abstract

The relevance of the topic presented is due to the fact that there is currently a contradiction between the increasing number of children

with disabilities in preschool educational institutions, and the increasing requirements of the Federal State Educational Standard for Pre-

school Education to the level of development of health components. Step aerobics is one of the effective means of solving the problems

of improving the health, motor activity and functional capabilities of preschool children. The study has developed and experimentally

substantiated the content of recreational aerobics classes in preschool educational establishments for children with mental disorders. The

positive influence of offered means on indicators of physical development and physical readiness of preschool children having mental

infringements is revealed. The aim of this research is to develop and experimentally substantiate the content of recreational aerobics

classes at a preschool educational institution for children with mental disabilities. The study found a positive impact of the proposed

funds on the indicators of physical development and physical fitness of preschool children with mental disorders. The materials can be

used in the process of physical education of preschool children with disabilities, as well as in physical education classes in kindergartens,

child development centers, physical education, and fitness classes for children.

Keywords: preschoolers, Physical fitness, Mental disorders, Physical fitness, Functionality, Step-aerobics

There is experience of combining physical education classes

Introduction

with logorithmic, which includes means of speech therapy,

music and rhythmic and physical education, and also includes

classes with elements of various sports such as football,

basketball, tennis and others [7, 8, 9]. All these forms,

according to the authors, have a positive impact on the health

of children, but do not fully provide a differentiated approach

provided that children with different levels of physical

condition and disabilities (disabilities) [10, 11, 12].

Early childhood is a period of intensive growth and

development of the organism, high sensitivity to the influence

of social environment, including preventive and health-

improving measures. It is at this age that the foundations of

health, correct physical development are laid, motor skills and

abilities are formed, and motor abilities are developed [1, 2, 3].

At present, the problem of health care in preschool children is

connected with the following group of contradictions:

One of the effective means in solving the problems of

increasing the motor activity and functionality of the body of

preschoolers, in our opinion, is the steppe-aerobics. In recent

years, the arsenal of fitness equipment has increased -

technologies used in preschool educational institutions, which

can be used in physical exercise classes and other recreational

activities. Steppe aerobics classes are very popular. Step-

aerobics is a complex of dance exercises performed on a special

platform to dance music [13]. The peculiarities of steppe

aerobics are that the pace of movement intensity of the

exercises is set by the rhythm of musical accompaniment.

Skilful and expressive performance of movements to music

brings satisfaction and joy to a child. A musical melody, which

has been intelligently matched to the movements, helps to

consolidate the muscle feeling, and an auditory analyzer

remembers the movements in connection with the sound of

musical passages. All of this gradually cultivates musical



Between the different health patterns in the group and a

single content, as well as the frontal content of the classes;

Different dynamics of senitional periods of development

and a single programme for their development in

preschools;

Between the age of children with disabilities in preschool

institutions and the increased requirements of the Federal

State Educational Standard for Preschool Education



(

FSES) for the level of development of health components.

According to the Federal State Educational Standard, one

of the priorities of preschool education institutions is to

preserve the health and improve the physical fitness of

preschool children. Presently, preschool educational

institutions apply various approaches to improving and

preserving the health of preschool children. Thus, such means

as massage and finger gymnastics, "health paths and wiping

with a "mitten" in a playful form are widely used [4, 5, 6].

Corresponding author: Anastasia V. Stafeeva, Department of Physical Education Theoretical Foundations, Kozma Minin Nizhny

Novgorod State Pedagogical University, Nizhny Novgorod, Russian Federation. E-mail: staffanastasiya@yandex.ru

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2020, Volume 8, Issue 4, Pages: 1539-1544

culture, consolidating the habit of moving rhythmically,

gracefully, and beautifully. Mastering new, more and more

complex movements with musical accompaniment, children

strive to measure them in time and space, to subordinate them

to rhythmic drawing, requirements of plasticity and external

expressiveness [14, 15]. Despite a number of studies devoted to

improving the process of physical education of preschool

children, there are not enough practical developments and

methodological recommendations for the use of step-aerobics

in kindergartens [16 – 19]. In this regard, we consider the

problem of revealing the methodological peculiarities of the use

of steppe-aerobics in the process of physical education in

preschool children, which would contribute to the preservation

and promotion of health, the formation of those engaged in the

need for systematic physical exercises.

functions into new indivisible functional systems, dependent to

a large extent on the maturing of the central nervous system.

Psychological adaptation of children with mental development

delay is a problem the urgency of which is caused today by

traditional demands of psychological and pedagogical, clinical

and social practice and certain transformation of ideas about the

psychogenetic essence of the given status, criteria of

diagnostics, principles of the organization, character and

volume of specialized aid [23 – 27]. In the context of the

medical approach, mental disorders are considered as a

syndrome of immaturity of mental or psychomotor functions

and as

manifestation of delayed maturation of

morphofunctional brain systems under the influence of some or

other adverse factors [28-30].

Results and Discussion

In the experiment 12 children of the group of combined

Methodological Framework

focus of preschool educational institution of Nizhny Novgorod

took part during 2 years: for children with mental development

delay (mental disorders) and speech disorders from 5 to 7 years

old, who have such accompanying diseases as acute

neurological syndrome, small brain activity (MMD),

encephalopathy, scoliotic posture. During the experiment,

steppe-aerobics classes were organized in a combined group

and took the form of full health-improving and training

sessions, lasting 30 minutes in the afternoon. A significant

difference in the content and organization of stepping-aerobics

classes for children with disabilities was the methods used to

teach basic stepping-aerobics techniques and exercises aimed

at developing physical qualities. Classes with children with

disabilities began with games of low mobility, aimed at

increasing attention, building and restructuring. In the main part

of the lesson, a new element was taught, if a child is not

confident in himself or herself, performs the exercise with

mistakes, and "running on the move" is applied. As a result of

the introduction of step aerobics classes into the process of

physical education, at the end of the experiment a significant

increase in the indicators of physical development and physical

fitness of preschool children with mental disorders was

identified. Moreover, the growth rates for all indicators show

that the increase in physical development was due to the

effective use of natural forces and physical exercise, and not

only due to the natural growth of children. So, length of

children of a body at the beginning of research has made

The methodological basis of the study was the concept of

personality-based approach, as well as the main provisions of

the theory and methodology of physical education of preschool

children and the theory and organization of adaptive physical

education. Initially, the problem of mental development delay

in domestic studies was justified by clinicians. The term

"mental development delay" was suggested by G.E. Sukhareva

[20]. The investigated phenomenon is characterized, first of all,

by the slowed rate of mental development, personal immaturity,

noncoarse disorders of cognitive activity, by structure and

quantitative indexes differing from oligophrenia, with a

tendency to compensation and backward development. On this

basis, G.E. Sukhareva [20] identified six types of states, which

should be separated from the notion of "oligophrenia":

) intellectual disturbances observed in children with a slow (or

delayed) pace of development due to unfavorable

environmental and educational conditions;

) intellectual disorders in prolonged asthenic conditions due to

somatic diseases;

) disorders of intellectual activity in various forms of

infantilism;

) secondary intellectual disability due to hearing, vision,

speech, reading and writing impairment;

) intellectual impairments observed in children at the residual

stage and in the remote period of central nervous system

infections and injuries;

) intellectual disturbances in progenitor nervous and mental

120,1±1,1 sm, at the end of research 123,0±1,1 sm, p<0,05,

diseases.

differences are reliable. Growth rate was 15.2%. The weight of

a body at the beginning of experiment has made 20,14±0,98 kg,

at the end of experiment - 23,56±1,1 kg, p<0,05, distinctions

are reliable. Growth rate - 15,7%. We also found reliable

differences between the results in the dynamics at the beginning

and at the end of the experiment in indicators of hand

dynamometry. The indicator of the right hand was 4.27±0.2 kg

at the beginning of the experiment and 4.78±0.11 kg at the end

of the experiment, the differences are reliable. Growth rate was

In clinical and psychological structure of each of the listed

variants of mental development delay there is a specific

combination of immaturity of emotional and intellectual

spheres. In special researches the concept of mental infantilism

is used, which is understood as a variant of the detained

development, which is shown in the unsuitable age of

immaturity of the physical and mental status, not accompanied

by gross violation of intelligence. Most of the work is aimed at

studying various symptomatic pictures found in children with

brain disorders. This is a category of children with a wide range

of different psychopathological syndromes that lead to mental

retardation [21, 22]. This includes children with lesions of the

central nervous system (CNS) (specific or diffuse), speech

disorders, learning difficulties, perceptual disorders,

hyperkinesia. In addition, this group includes children who do

not have any neurophysiological disorders, but who

nevertheless exhibit the same psychological symptoms as

children with CNS impairment.

16.2%. The indicator of the left hand made at the beginning of

experiment 3,3±0,1 kg, at the end of experiment - 3,7±0,09 kg,

differences are reliable. Growth rate was 15.1% (Table 1).

Reliable differences have also been found in respiratory and

cardiovascular system function indicators - lung capacity,

blood pressure and hearth rate. Lung capacity at the beginning

of the experiment was 811.2±21.1 ml, at the end of the

experiment - 880.4±5.7 ml, the differences are reliable. Growth

rate was 13.9%. Hearth rate in children at the beginning of the

experiment was 83.15±1.3 beats per minute, at the end of the

experiment - 80.2±0.02 beats per minute, p<0.05, the difference

is reliable. The growth rate was 13.9%.

With the emergence of the genetic concept of the child's

mental development, the psyche began to be considered as a

reconstructed hierarchical structure integrating emerging

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2020, Volume 8, Issue 4, Pages: 1539-1544

Table 1: Dynamics of indicators of physical development of preschool children aged 6-7 during the 2-year experiment

№

п/п

The beginning of the

experiment

Reliability of

differences

Physical development indicators

The end of the experiment

123,0±1,1

Body length, cm

Body weight, kg

t=2,56 p<0,05

120,1±1,1

20,14±0,98

3,3±0,1

4,27±0,2

811,2±21,1

79,7±2,4

23,56±1,1

3,7 ±0,09

4,78±0,11

880,4±5,7

78,7±2,17

49,05 ± 1,2

80,2±0,02

t=2,43 p<0,05

t=2,39 p<0,05

t=2,45 p<0,05

t=2,54 p<0,05

t=1,98 p>0,05

t=0,41 p>0,05

t=2,54 p<0,05

Maximum force

brushes, kg

left

right

Lung capacity, ml

AP, mm mercury

column

systolic

diastolic 48,94 ± 1,5

83,15±1,3

HR, beat/minute

As a result of introducing steppe-aerobics into the process

of physical education of preschool children, reliable differences

in the indicators of physical fitness have been revealed. It was

found that in the tests characterizing the indicators of flexibility

and speed-force capabilities, preschoolers showed an average

level of physical fitness, i.e. they switched from one level to

another. And in the tests characterizing endurance, upper limb

strength and muscle strength, pupils showed results

corresponding to a level below average physical fitness, which

also indicates a transition from one level to another. Figures 1

and 2 show the dynamics of physical fitness indicators in the

tests of pulling up from a bed on a low bar and raising and

lowering the torso from a bed on the floor for girls of the control

group. Thus, the result at the beginning of the experiment in the

test pull-up from the hanging of the bed on a low bar in girls

was 6.2 times, which corresponded to a low level, at the end of

the experiment - 8.3 times, which corresponds to a lower

average level of physical fitness in the group.

The result at the beginning of the experiment in the test of

raising and lowering the torso from the and so on the floor for

girls was 6.7 times, which corresponded to a low level, at the

end of the experiment - 9.1 times, which corresponds to a lower

average level of physical fitness in the group. Figures 3 and 4

show the dynamics of the results of physical fitness of boys in

the test of long jump and tilt forward. At the beginning of the

experiment, the result in the test of the long jump from a place

for boys was 1.2 cm, which corresponded to a low level, at the

end of the experiment - 3.2 cm, which corresponds to a lower

average level, the differences are reliable (p<0.05). In terms of

endurance and speed, we also found reliable differences in the

300 m running test and 30 m running test dynamics for both

boys and girls in the control group. At the beginning of the

experiment the result in the test of the long jump from a place,

in boys was 102.2 cm, which corresponded to a low level, at

the end of the experiment - 107.8 cm, which corresponds to a

lower average level, the differences are reliable (p<0.05). Thus,

a differentiated approach to the content and organization of step

aerobics training sessions provides a training effect for all

children, regardless of their state of health, contribute to the

improvement of the body's adaptive capacity based on

individual indicators of physical and mental condition. Step

aerobics classes are a means of overcoming difficulties

associated with health limitations. In this regard, the expedient

selection and rational use of steppe-platforms contributes to the

formation of a variety of motor skills and abilities in children

in the HIA, the development of physical qualities and creative

abilities, education of moral and volitional qualities, increasing

interest in various sports games and physical exercises.

Children attending Steppe Aerobics classes actively and gladly

take part in demonstration performances on holidays and

matinee. The Steppe Aerobics class not only has a positive

impact on the emotional color of the activity, children are

happy to attend and wait for the class, but also on the

development of physical abilities such as speed-force,

coordination and flexibility.

The beginning of

the experiment

The end of the

experiment

6.2

Figure 1: Dynamics of physical fitness in the test of pull-up from the hanging of the bed on a low bar in girls

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2020, Volume 8, Issue 4, Pages: 1539-1544

The beginning of the

experiment

9.1

The end of the

experiment

Figure 2: Dynamics of physical fitness indicators in the test of raising and lowering the torso from the floor on the floor of girls

The beginning

of the

07.8

experiment

108

107

106

105

104

103

102

101

100

The end of the

experiment

102.2

Figure 3: Dynamics of fitness scores in the long jump test for boys

The beginning of the

experiment

The end of the

experiment

3.5

Figure 4: Dynamics of fitness scores in the test tilted forward from saddle position on the floor of boys

the foundations of health, correct physical development are

laid, motor skills and interest in activities are formed.

According to the data of the research institute of hygiene and

Conclusion

Currently, the problem of physical education of preschool

age children is central to modern society. It is in this period that

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2020, Volume 8, Issue 4, Pages: 1539-1544

health protection of children for the last 10 years up to 60% of

children suffer from chronic diseases, 25-35% of children who

came to the 1st grade have physical defects or chronic diseases.

Step-aerobics for children is the performance of a complex

of exercises of different pace and intensity to musical

accompaniment with the help of step-platform, in the process

of which the work of the entire musculoskeletal system. Step-

aerobics has a positive impact on the entire body, strengthening

the respiratory, cardiovascular, muscular and nervous systems.

In addition, during classes a positive psychological mood is

created, the emotional level is increased, contributing to the

development of thinking, imagination, creative abilities of

children of preschool age.

Despite several studies on improving the process of

physical education of preschool children, there are not enough

practical developments and methodological recommendations

for the widespread use of step aerobics in kindergartens with

disabilities. In this regard, we have identified the

methodological features that must be taken into account when

conducting steppe-aerobics classes for children of older

preschool age and have developed the content of recreational

aerobics classes in preschool educational institutions for

children with mental disabilities.

children from the left arm and leg "in the mirror reflection",

complex - back to the occupants. When individual movements

or combinations are mastered well enough, the leader turns

around facing the children and performs the movements in

"mirror reflection". The movements must be made in both

directions.

6) Use of game orientation in step-aerobics classes for

children of preschool age. Exercises should be accessible,

interesting, and enjoyable, but remember that children get tired

quickly and cannot make monotonous movements for long. The

easiest way for a child of preschool age to learn and remember

such exercises, which in his or her imagination will create a

specific visual image. You can master step-aerobics, depicting

animals that move identically.

7) The load must be adjusted by the following factors: (a)

change in platform height. Increasing by 5 cm increases the

intensity by 12%. This is the most effective method of

increasing the load, but it must take into account the

preparedness of the workers and their weight. But in this group,

we did not use this parameter. (b) The increase in music tempo

from 80 to 120 beats per minute increases the intensity by 50%,

from 120 to 128 beats per minute - by 4.6%. In terms of

physiological impact on the body engaged in activities on the

steppe-platform with music accompaniment of 120 accents /

min is equal to running at a speed of 12 km / h.

As a result of the introduction of step-aerobics into the

process of physical education of preschool children with mental

disorders, a reliable increase in the indicators of physical

development and physical fitness during the experiment was

identified.

Ethical issue

Authors are aware of, and comply with, best practice in

publication ethics specifically with regard to authorship

(avoidance of guest authorship), dual submission, manipulation

of figures, competing interests and compliance with policies on

research ethics. Authors adhere to publication requirements

that submitted work is original and has not been published

elsewhere in any language.

Recommendations

When organizing steppe-aerobics classes with preschool

children who have mental disabilities, the following

methodological guidelines should be followed:

1) Basic methods of teaching aerobics, such as: practical

demonstration, verbal commentary and explanation should be

used. During the class, the instructions given during the

exercise are of great importance. These instructions include the

name of the movement, the main points of technique, direction,

counting, etc.), to be explained in an accessible, understandable

form, considering the age and delay in the mental development

of children.

Competing interests

The authors declare that there is no conflict of interest that

would prejudice the impartiality of this scientific work.

Authors’ contribution

All authors of this study have a complete contribution for

data collection, data analyses and manuscript writing.

2) It is necessary to use visual methods of group

management, which include expressive body movements and

facial expressions. The leader should emphasize with his

pantomime moments of relaxation, tension, character of dance

elements, score, sequence of exercises, etc.

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