Long-term regular aerobic activity and its effects on physical fitness and self-concept in preschool children aged 4–6 years: a quasi-experimental study
- 1Faculty of Sports Science, Ningbo University, Ningbo, 315211 China
Abstract
Background: The preschool period (ages 4–6) represents a critical developmental window for physical fitness and self-concept formation; however, empirical evidence regarding the synergistic effects of long-term regular aerobic activity on both domains in this age group remains limited.
Methods: Grounded in Competence Motivation Theory and Physical Self-Description Theory, the study employed a quasi-experimental pre-test–post-test design. Sixty preschool children aged 4–6 years were recruited from two kindergartens in Ningbo, China, and assigned to an experimental group (n = 30) or a control group (n = 30). The experimental group participated in a daily 40-minute structured aerobic morning-run program (Monday through Friday) for 12 months, maintaining target heart rates of 50–70% of maximum heart rate (approximately 130–160 bpm). Data were analyzed using 2 × 2 mixed-design repeated measures ANOVA, Pearson correlations, and stepwise multiple regression.
Results: RM-ANOVA revealed significant Time × Group interaction effects uniquely for cardiorespiratory endurance (partial η² = 0.168), teacher acceptance (partial η² = 0.186), and total self-concept (partial η² = 0.128), indicating the intervention generated specific benefits beyond natural maturation. Other fitness dimensions showed significant time main effects but no interaction. Stepwise regression identified cardiorespiratory endurance and bilateral hopping as the significant predictors of overall self-concept (VIF = 1.010).
Conclusions: Long-term regular aerobic activity was associated with improvements across multiple fitness dimensions and with more positive self-concept in preschool children aged 4–6 years. Among the fitness indicators examined, cardiorespiratory endurance was most closely associated with self-concept in this sample. These findings are consistent with Physical Self-Description Theory and Competence Motivation Theory in preschool populations, and provide empirical evidence for the design of science-based physical activity programs in early childhood education settings.
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BibTeX
@article{zhao2026longterm,
title = {{Long-term regular aerobic activity and its effects on physical fitness and self-concept in preschool children aged 4–6 years: a quasi-experimental study}},
author = {Liang Zhao and Haiyan Luo and Hualong Chang and Jinping Wu},
journal = {BMC Public Health},
year = {2026},
month = jul,
doi = {10.1186/s12889-026-28532-5},
url = {https://doi.org/10.1186/s12889-026-28532-5},
note = {CC BY-NC-ND 4.0},
}
RIS
TY - JOUR
TI - Long-term regular aerobic activity and its effects on physical fitness and self-concept in preschool children aged 4–6 years: a quasi-experimental study
AU - Liang Zhao
AU - Haiyan Luo
AU - Hualong Chang
AU - Jinping Wu
PY - 2026
DA - 2026/07/15
JO - BMC Public Health
DO - 10.1186/s12889-026-28532-5
UR - https://doi.org/10.1186/s12889-026-28532-5
AB - Background: The preschool period (ages 4–6) represents a critical developmental window for physical fitness and self-concept formation; however, empirical evidence regarding the synergistic effects of long-term regular aerobic activity on both domains in this age group remains limited. Methods: Grounded in Competence Motivation Theory and Physical Self-Description Theory, the study employed a quasi-experimental pre-test–post-test design. Sixty preschool children aged 4–6 years were recruited from two kindergartens in Ningbo, China, and assigned to an experimental group (n = 30) or a control group (n = 30). The experimental group participated in a daily 40-minute structured aerobic morning-run program (Monday through Friday) for 12 months, maintaining target heart rates of 50–70% of maximum heart rate (approximately 130–160 bpm). Data were analyzed using 2 × 2 mixed-design repeated measures ANOVA, Pearson correlations, and stepwise multiple regression. Results: RM-ANOVA revealed significant Time × Group interaction effects uniquely for cardiorespiratory endurance (partial η² = 0.168), teacher acceptance (partial η² = 0.186), and total self-concept (partial η² = 0.128), indicating the intervention generated specific benefits beyond natural maturation. Other fitness dimensions showed significant time main effects but no interaction. Stepwise regression identified cardiorespiratory endurance and bilateral hopping as the significant predictors of overall self-concept (VIF = 1.010). Conclusions: Long-term regular aerobic activity was associated with improvements across multiple fitness dimensions and with more positive self-concept in preschool children aged 4–6 years. Among the fitness indicators examined, cardiorespiratory endurance was most closely associated with self-concept in this sample. These findings are consistent with Physical Self-Description Theory and Competence Motivation Theory in preschool populations, and provide empirical evidence for the design of science-based physical activity programs in early childhood education settings.
SN - 1471-2458
ER -