Prospects for the use of physical education means for the correction of stress-associated conditions in children aged 5–6 years

Abstract

Abstract: The relevance of the study is critically determined by the objective and alarming increase in the psycho-emotional load on preschoolers amidst complex social challenges. The objective of this study is to substantiate the feasibility and structurally present a system of exercises with a clear sequence, aimed at harmonious development, thereby demonstrating clear prospects for the use of physical education means for the comprehensive and holistic correction of stress-associated conditions in children age 5–6 years. Methods. A thorough, comprehensive analysis of scientific sources in the fields of pedagogy, child psychology, and body-oriented therapy was conducted. It was unambiguously established that stress in children aged 5–6 years has a profound multidimensional manifestation, covering four interconnected spheres: physiological, emotional, behavioral, and cognitive. A critical review revealed an obvious systemic gap: traditional physical culture and wellness programs lack purposeful systematic methods designed to simultaneously affect all four spheres. This gap strongly substantiates the prospects for developing a new, systematically organized approach. The conceptual basis of the proposed program is grounded in the principle of interaction between purposeful motor activity and brain plasticity, using coordinated movements to stimulate the cerebellum and frontal cortical areas responsible for attention and effective emotional self-regulation. Results. Based on the theoretical substantiation, a comprehensive correction model, built on a clear sequence and interrelation of components, was systematically developed and structurally presented. The innovative core of this model lies in the systemic integration of established classical physical education means with specialized, evidence-based correctional techniques, such as: sensorimotor exercises; elements of yoga and targeted diaphragmatic breathing exercises; and dance and movement therapy. The proposed model is structurally organized around four mutually influential components: physical, psycho-emotional, cognitive, and social. Conclusions. The high prospects of using this purposeful fitness program as a highly effective, non-pharmacological, accessible, and sustainable alternative for the reliable correction of stress-associated conditions in children aged 5–6 years are theoretically substantiated. The proposed systematic model, based on a clear sequence, successfully implements the demonstrated prospects for the use of physical education means. Due to its structure, the program is uniquely capable of simultaneously affecting the somatic, emotional, and cognitive spheres of the child's development, which is considered necessary to achieve a stable and harmonious correctional effect. Keywords: physical education, stress correction, fitness program, children aged 5–6 years, psycho-emotional correction, systematic approach, harmonious development.