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Association between physical activity of different intensities and balance ability in preschool children: gender and
Kang Zhu1, Ruqiang Liu2, Geng Li3
1School of Physical Education, Shanghai University of Sport, Shanghai, China.
Background:
Balance is crucial for motor skills and physical development in preschool children. Regular physical activity (PA) improves balance, but the relationship between PA of different intensities and balance in preschool children remains unclear. Therefore, this study aimed to investigate the association between PA of different intensities and balance in preschool children, further analyzing whether this association differs by gender and age.
Methods:
A total of 409 preschool children were included in this study, comprising 215 boys and 194 girls. Static balance was measured using the one-leg stance test, dynamic balance was measured using the balance beam test, and PA was measured with an accelerometer. Multiple linear regression was employed to examine the association between PA of different intensities and preschool children's balance abilities, while also considering gender and age differences in these associations.
Results:
Light PA (LPA) (β = 0.157, p = 0.013) and Vigorous PA (VPA) (β = 0.163, p = 0.034) were positively associated with static balance in preschool children, while Moderate PA (MPA) (β = -0.226, p = 0.013) was negatively associated. A negative association was observed between VPA (β = -0.327, p < 0.001) and dynamic balance. Regarding gender, VPA was negatively associated with dynamic balance in both boys (β = -0.361, p < 0.001) and girls (β = -0.250, p = 0.021). LPA was positively associated with static balance in girls (β = 0.196, p = 0.038) and with dynamic balance in boys (β = 0.163, p = 0.047). Regarding age, at age five, LPA (β = 0.261, p = 0.014) was positively associated with static balance, whereas VPA (β = -0.382, p = 0.003) was negatively associated with dynamic balance. At age six, LPA (β = 0.307, p = 0.012) was positively associated with dynamic balance.
Conclusions:
PA of different intensities is associated with balance ability in preschool children, and this association exhibits gender and age differences. Based on these findings, schools should fully consider activity intensity, as well as gender and age differences among preschool children, when developing PA intervention strategies related to balance abilities, and adopt more targeted approaches.
