Ages 3-6: Foundation
- Basic motor pattern development
- Vestibular system maturation
- Body schema formation
- Movement vocabulary building
Research Basis
Research Basis — Wissenschaftliche Grundlagen
Section titled “Research Basis — Wissenschaftliche Grundlagen”The “Kinder in Bewegung” program is grounded in decades of research on child development, neuroscience, and motor learning. This document summarizes the key scientific foundations.
Neuroscience of Movement
Section titled “Neuroscience of Movement”Brain-Body Connection
Section titled “Brain-Body Connection”Research shows that movement directly affects brain development:
| Finding | Implication |
|---|---|
| Movement increases BDNF (brain-derived neurotrophic factor) | Promotes new neural connections |
| Physical activity increases blood flow to brain | Improves oxygen and nutrient delivery |
| Motor cortex development underlies cognitive skills | Movement is prerequisite for thinking |
| Cerebellum (balance) connects to frontal lobe | Balance training improves executive function |
Critical Windows
Section titled “Critical Windows”Ages 6-10: Skill Building
- Refinement of coordination
- Bilateral integration completion
- Complex movement learning
- Social motor play development
Motor Development Theory
Section titled “Motor Development Theory”Developmental Sequence
Section titled “Developmental Sequence”Children develop motor skills in predictable sequences:
- Reflexive (0-1 year) — Automatic responses
- Rudimentary (1-2 years) — Basic voluntary movement
- Fundamental (2-7 years) — Core movement patterns
- Specialized (7+ years) — Sport and skill-specific movements
Our program targets the fundamental and early specialized stages.
Key Developmental Milestones (Ages 6-10)
Section titled “Key Developmental Milestones (Ages 6-10)”| Age | Motor Expectations | Program Focus |
|---|---|---|
| 6 | Consistent balance, ball catching with chest | Rucksack basics, simple balance |
| 7 | Skipping, two-hand catching | Juggling introduction, partner work |
| 8 | Refined throwing, controlled balance | Station circuits, Pedalo Classic |
| 9 | Complex coordination patterns | Team games, Rola-Bola |
| 10 | Advanced bilateral skills | Advanced challenges, peer teaching |
Learning Theory Foundations
Section titled “Learning Theory Foundations”Sensory Integration Theory (A. Jean Ayres)
Section titled “Sensory Integration Theory (A. Jean Ayres)”The brain must organize sensory information:
- Vestibular — Balance and spatial orientation
- Proprioceptive — Body position awareness
- Tactile — Touch and texture processing
When these systems work together, learning becomes possible.
How we apply this:
- Rola-Bola activates vestibular system
- Bean bags provide proprioceptive input
- Varied textures in equipment stimulate tactile processing
- Multi-sensory activities integrate all systems
Experiential Learning Theory (David Kolb)
Section titled “Experiential Learning Theory (David Kolb)”Learning happens through cycles of:
- Concrete Experience — Doing the activity
- Reflective Observation — Noticing what happened
- Abstract Conceptualization — Understanding why
- Active Experimentation — Trying variations
Our lesson structure follows this cycle with activity → reflection → discussion → retry phases.
Cross-Lateral Development
Section titled “Cross-Lateral Development”Midline Crossing Research
Section titled “Midline Crossing Research”Crossing the body’s midline is essential for academic readiness:
| Skill | Academic Connection |
|---|---|
| Eyes crossing midline | Left-to-right reading |
| Hands crossing midline | Fluent handwriting |
| Legs crossing midline | Rhythm and counting |
| Full body crossing | Complex problem-solving |
Research finding: Children who struggle with midline crossing often have reading difficulties. Juggling and cross-body movements can remediate these challenges.
Bilateral Coordination
Section titled “Bilateral Coordination”The two brain hemispheres must communicate:
- Left hemisphere: Language, logic, sequential thinking
- Right hemisphere: Spatial awareness, creativity, holistic thinking
- Corpus callosum: Connection between hemispheres
How we develop this:
- Juggling patterns cross the midline
- Partner activities require coordinated response
- Team games demand spatial and verbal skills simultaneously
Social-Emotional Learning Research
Section titled “Social-Emotional Learning Research”Cooperative Learning Theory
Section titled “Cooperative Learning Theory”Team activities develop social competence:
| Element | Research Support |
|---|---|
| Positive interdependence | ”We sink or swim together” (Sommerski) |
| Individual accountability | Each person has a role |
| Face-to-face interaction | Direct communication required |
| Social skills teaching | Explicit instruction in cooperation |
| Group processing | Reflection on team function |
Self-Efficacy Theory (Albert Bandura)
Section titled “Self-Efficacy Theory (Albert Bandura)”Confidence builds through:
- Mastery experiences — Successfully completing challenges
- Vicarious learning — Watching peers succeed
- Verbal persuasion — Encouragement from teachers/peers
- Physiological states — Feeling capable in one’s body
Our progressive challenge system (Bronze → Silver → Gold) creates mastery experiences.
Attention and Executive Function
Section titled “Attention and Executive Function”Research on Movement and Attention
Section titled “Research on Movement and Attention”| Study Area | Key Finding |
|---|---|
| Physical activity and ADHD | Movement breaks improve focus |
| Exercise and cognitive performance | Acute exercise boosts attention for 1-2 hours |
| Balance training and attention | Vestibular activation improves concentration |
| Fine motor and executive function | Precision tasks develop self-regulation |
Why Balance Matters
Section titled “Why Balance Matters”The vestibular system (inner ear) connects directly to:
- Attention centers in the brain
- Posture control for learning readiness
- Eye movement control for reading
- Arousal regulation for optimal alertness
Application: Activities like Rola-Bola and Pedalo Classic train the vestibular system while building physical skills.
Pedagogical Framework
Section titled “Pedagogical Framework”Psychomotor Development (Ernst Kiphard)
Section titled “Psychomotor Development (Ernst Kiphard)”The German tradition of Psychomotorik emphasizes:
| Principle | Meaning |
|---|---|
| Movement is communication | Children express themselves through body |
| Experience before skill | Joy precedes technique |
| Process over product | How you move matters more than performance |
| Whole child approach | Body, mind, and emotions together |
Zone of Proximal Development (Vygotsky)
Section titled “Zone of Proximal Development (Vygotsky)”Children learn best when challenged just beyond current ability:
- Too easy: Boredom, no growth
- Too hard: Frustration, giving up
- Just right: Engagement, learning
Our differentiation guide helps teachers find each child’s zone.
Evidence Base for Specific Equipment
Section titled “Evidence Base for Specific Equipment”Juggling Research
Section titled “Juggling Research”- Scholz et al. (2009): Juggling training increases white matter in the brain
- Gerber et al. (2010): Juggling improves spatial attention
- Draganski et al. (2004): Gray matter changes after 3 months of juggling
Balance Training Research
Section titled “Balance Training Research”- Raspelli et al. (2014): Balance training improves academic performance
- Fong et al. (2012): Core stability relates to learning outcomes
- Piek et al. (2004): Motor skill deficits predict academic struggles
Cooperative Movement Games
Section titled “Cooperative Movement Games”- Johnson & Johnson (2009): Cooperative learning outperforms competitive
- Siedentop (2002): Team sports develop social skills
- Dyson (2002): Peer collaboration enhances motor learning
Supporting References
Section titled “Supporting References”For further reading on research foundations:
Motor Development
- Gallahue, D. & Ozmun, J. — Understanding Motor Development
- Haywood, K. & Getchell, N. — Life Span Motor Development
Neuroscience
- Ratey, J. — Spark: The Revolutionary New Science of Exercise and the Brain
- Jensen, E. — Teaching with the Brain in Mind
Psychomotorik
- Kiphard, E. — Motopädagogik
- Zimmer, R. — Handbuch der Bewegungserziehung
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