Investigation of the effect of coordination-based movement education practices on basic motor movements and attention skills of 5-6 years old children

The purpose of this study is to determine, define, and compare the variations in basic motor movement performance and movement skills, as well as attention skills, of an experimental group and a series of variables against a control group in order to reveal the effect of coordination-based movement education practices on the basic motor movement performance and movement skills, as well as attention skills, of preschool children who are at the 60-72 month age group. The research was designed with a control group pre test - post test design, which is one of the quasi-experimental research models. While limiting the study group constituting the experimental and control groups, it consisted of a total of 60 (experimental n=30 control n=30) preschool children at the 60-72 month age group, which were selected by using the convenience sampling technique, which is one of the purposeful sampling methods, and formed by unbiased assignment. In the research, basic motor movement performance capacities and movement skill tests, as well as attention skill tests, were used in the study to determine basic motor movement performance capacities, agility, and attention skill levels. As data collection tools, for basic motor movement performance capacity data: vertical jump, standing long jump, countermovement jump, airtime, tennis ball throwing, sit and lie down and 20 meters speed test, flamingo (static) and Y balance (dynamic) tests; agility test for skill performance data; for attention skill data Frankfurter attention test were used as data collection tools. Pre-test measurements were applied to the study group in the first week before the applications, and then the control group was implemented in the pre-school education program, while the experiment group was being implemented in the pre-school education program in movement and game activities in the pre-school program during the course hours and in accordance with the developmental characteristics of children, the basic motor performance capacities, movement skills, education on coordination-based movement supporting and developing attention skills and overall coordination has been implemented. After the applications were applied for 12 weeks, the post-test measurements were applied at the 13th week. The Levene test was applied to determine whether the collected data were suitable for normal distribution, and it was determined that p>0,05 for all parameters as a result of the test. Paired-group T-test was used to compare within-group differences from parametric tests, and independent-sample T-test was used to compare differences in intergroup scores. Percentage frequency distributions were analyzed for gender and group (experiment-control) variables of all participants, and the average and standard deviation values of body length, body weight, lower extremity limb length were analyzed and interpreted. In the study, the confidence interval was determined as 95% and the significance level as p<0,05 and all calculations and analyzes were made using the SPSS 23.0 statistical package program. As a consequence, it has been concluded that coordination-based movement education practices have a positive effect on 60-72 month age group children's basic motor movement performance capacities, movement skill performance capacity, and attention skill levels. Keywords: Preschool, Coordination-Based Movement Education, Basic Motor Performance, Skill, Attention