Forming physical readiness for school in older preschool children through sports games

Abstract

An analysis of studies on the problem of forming physical readiness for school in older preschool children has been conducted. It is emphasized that physical readiness is fundamental for a child's successful adaptation to the school environment. It includes the development of motor skills, coordination, endurance, and strength, which are crucial for a child’s ability to perform various school tasks, from writing letters to participating in active games during breaks. Insufficient physical preparedness can lead to difficulties in mastering the school curriculum, decreased attention span, quick fatigue, and even health problems. Therefore, it is essential to develop the necessary physical qualities in children before they start school. It has been established that sports games are an effective tool for ensuring the physical readiness of older preschoolers for school. Games help develop coordination, strength, endurance, and flexibility, which are important for comprehensive physical development. The aim of the study is to determine the impact of sports games on the formation of physical readiness for school in older preschool children. At the initial stage of the study, generalized results of the level of physical readiness for school revealed that only 20% of children in the experimental group (EG) and 16% in the control group (CG) showed a high level of readiness, 58% of children in the EG and 52% in the CG showed a medium level, and 22% of children in the EG and 31% in the CG showed a low level. It was noted that the initial level of physical readiness for school in children from both the experimental and control groups was approximately the same at the beginning of the formative stage of the study. During the research, a system was developed and tested, aimed at enhancing the level of physical readiness for school in older preschool children, with active use of sports games elements. The proposed system of work involved organizing activities with children through play and was implemented sequentially across three interrelated stages: introductory, active, and creative. By the end of the study, the results in the CG and EG were as follows: a high level of physical readiness was shown by 46% of children in the EG and 24% in the CG, a medium level by 42% in the EG and 52% in the CG, and a low level by 12% in the EG and 24% in the CG.