Biomechanical aspects of the development of coordination abilities in preschool children with signs of stress-associated states

Abstract

The study examines the impact of stress-associated states on the development of coordination abilities in older preschool children and substantiates the effectiveness of specially structured corrective sessions as a means of addressing psychophysiological dysfunctions. The aim of the study was to determine the potential influence of fitness sessions incorporating dance-based exercises on changes in coordination indicators among 5–6-year-old children exhibiting signs of stress-associated states. Methods. Pedagogical, biomechanical, and psychological diagnostic methods were applied. Coordination abilities were assessed through the analysis of movement coherence in dance compositions, rhythmization, accuracy, and spatial organization of movements. Biomechanical assessment included tests of static and dynamic balance, movement trajectory control, and tempo–rhythmic characteristics. Cognitive indicators were evaluated through observation of attention, memory, thinking, and imagination parameters. Statistical processing was conducted using non-parametric methods: the Mann–Whitney U-test and the Wilcoxon T-test at a significance level of p ≤ 0.05. Results. At the beginning of the study, children with signs of stress-associated states demonstrated low to average levels of coordination skills, accompanied by difficulties in rhythmic reproduction of movements, spatial organization, and accuracy of motor actions. Following the implementation of corrective sessions, statistically significant improvements were recorded in coordination parameters, particularly in movement accuracy, rhythmization, and coherence of motor actions with musical accompaniment. Conclusions. The findings indicate a close interrelation between coordination, cognitive, and psycho-emotional characteristics in children and confirm the corrective potential of fitness sessions incorporating dance-based exercises. The results suggest the feasibility of further expanding the use of dance-fitness programs as an instrument of psychophysical development in preschoolers and highlight the importance of studying the long-term effects of such pedagogical interventions.