Kinesiological Activities in Preschool Institutions

Analysing Material Conditions, Attitudes and Motivation of Educators

Abstract

Systematic implementation of kinesiological activities in preschool institutions is extremely important because it contributes to the overall development of the child. Unfortunately, due to inadequate infrastructure, kinesiological activities often fall short of what is necessary, and educators lose motivation to carry them out. The aim of this work is to examine the current state of the appropriate infrastructure necessary for the implementation of kinesiological activities in early and preschool education institutions, and to examine the differences in the attitudes and motivation of educators to implement kinesiological activities in relation to the available working conditions.
Methods: The research was conducted on a sample of 196 educators employed in preschool institutions in 16 counties of the Republic of Croatia. An anonymous questionnaire was used to examine socio-demographic characteristics, current material working conditions for the implementation of kinesiological programs in preschool institutions, as well as the motivation and attitudes of educators regarding the importance of implementing kinesiological activities in preschool institutions.
Results: Of the measured sample of respondents, only 33.16% have an indoor sports facility at their disposal, and 54.08% of the respondents have an outdoor field that they use for the implementation of kinesiological activities. Educators’ views on the importance of implementing kinesiological activities in preschool institutions are positive, and there are no statistically significant differences, regardless of the existence or non-existence of appropriate infrastructure. A high proportion of respondents consider themselves competent (79.07%) and motivated (81.62%) for regular implementation of organized kinesiological activities, but there are differences in the self-assessment of competence and motivation with regard to the appropriate infrastructure. Educators who have an indoor sports facility at their disposal consider themselvessignificantly more competent to implement kinesiological activities with children (I consider myself competent enough to implement organized kinesiological activities with children; Z=-3.09: p=0.00) and significantly more motivated (I am motivated to regularly conduct organized kinesiological activities with children; Z= -2.09; p<0.04). Educators who have an outdoor area at their disposal have significantly more positive answers in the statements I like to create new kinesiological content for working with children (Z=2.57; p<0.01) and I try to regularly implement diverse kinesiological content with children (Z=2, 30; p<0.02).
Conclusion: The results of the research pointed to the problem of insufficient infrastructure in the implementation of kinesiological activities in preschool institutions. Despite their high competence and level of motivation for implementing kinesiological content with children, educators most frequently point to inadequate working conditions as the primary reason for irregular implementation of kinesiological activities.