Effects of IAAF Kid’s Athletics Programme on Psychological and Motor Abilities of Sedentary School Going Children

Keywords: physical fitness, physical education, Vienna Test System Sport, sprint, jump, agility


The purpose of this study was to find the effects of a 12 weeks IAAF Kid’s Athletics programme on the psychological and motor fitness abilities of sedentary school-going children.

Materials and methods. The study involved 40 students (age 10 to 14 years) with no previous history of systematic training. The subjects were further sub-divided based on their age, i.e. low age (10 to 11 years) and high age (13 to 14 years), and then randomly assigned to either an experimental group (Kid’s Athletics) or a control group. The psychological variables selected were stress tolerance reactive, simple motor speed, simple reaction speed, visual perception, and focused attention, whereas motor variables selected were sit and reach test, standing broad jump, 50m sprint, T-test, and 150m sprint. Tests were conducted pre-training, mid-training, and post-training for motor variables while only pre-training and post-training tests were conducted for psychological variables.

Results. The two-way mixed ANOVA revealed a significant difference in all the selected variables (motor and psychological variables) in group × time interaction (p = 0.001 to <0.001) with large effect sizes. Lager effect sizes in motor fitness variables were observed after 12 weeks (ES = 2.09 to 5.72) than 6 weeks (ES = 1.92 to 3.47) when compared to baseline in the experimental group.

Conclusion. The study shows that Kid’s Athletics recommended by IAAF may be considered as an effective programme to improve psychological as well as motor abilities in sedentary school-going children.


Download data is not yet available.

Author Biographies

C. S. Abhaydev, Lakshmibai National Institute of Physical Education

Department of Sports Psychology
Shakti Nagar, Mela Road, Gwalior, 474002, India

J. Bhukar, Lakshmibai National Institute of Physical Education

Department of Sports Psychology
Shakti Nagar, Mela Road, Gwalior, 474002, India

R. K. Thapa, Lakshmibai National Institute of Physical Education

Department of Sports Biomechanics
Shakti Nagar, Mela Road, Gwalior, 474002, India


Armstrong, N. (1992). Children and exercise. Part 2: The development of training programmes for children. Athletics Coach, 26(2), 5-9.

Baranowski, T., Bouchard, C., Bar-Or, O., Bricker, T., Heath, G., Kimm, S., ... & Truman, B. (1992). Assessment, prevalence, and cardiovascular benefits of physical activity and fitness in youth. Med Sci Sports Exerc, 24(6 Suppl), 237-247. https://doi.org/10.1249/00005768-199206001-00006

Çalik, S. U., Pekel, H. A., & Aydos, L. (2018). A Study of Effects of Kids' Athletics Exercises on Academic Achievement and Self-Esteem. Universal Journal of Educational Research, 6(8), 1667-1674. https://doi.org/10.13189/ujer.2018.060806

Chatrath, R., Shenoy, R., Serratto, M., & Thoele, D. G. (2002). Physical fitness of urban American children. Pediatric Cardiology, 23(6), 608-612. https://doi.org/10.1007/s00246-001-0074-3

Čillík, I., & Willwéber, T. (2018). Influence of an exercise programme on level of coordination in children aged 6 to 7. Journal of Human Sport and Exercise, 13(2), 455-465. https://doi.org/10.14198/jhse.2018.132.14

Fransen, J., Pion, J., Vandendriessche, J., Vandorpe, B., Vaeyens, R., Lenoir, M., & Philippaerts, R. M. (2012). Differences in physical fitness and gross motor coordination in boys aged 6–12 years specializing in one versus sampling more than one sport. Journal of sports sciences, 30(4), 379-386. https://doi.org/10.1080/02640414.2011.642808

Getchell, N., McMenamin, S., & Whitall, J. (2005). Dual motor task coordination in children with and without learning disabilities. Adapted Physical Activity Quarterly, 22(1), 21-38. https://doi.org/10.1123/apaq.22.1.21

Gioti, E., Derri, V. & Kioumourtzoglou, E. (2006). Preschoolers’ Linguistic Development through Physical education. Inquiries in Sport & Physical Education, 4(3), 371-378.

Haines, C. (2003). Sequencing, co-ordination and rhythm ability in young children. Child: care, health and development, 29(5), 395-409. https://doi.org/10.1046/j.1365-2214.2003.00358.x

Hands, B. (2008). Changes in motor skill and fitness measures among children with high and low motor competence: A five-year longitudinal study. Journal of Science and Medicine in Sport, 11(2), 155-162. https://doi.org/10.1016/j.jsams.2007.02.012

Hopkins, W. G., Marshall, S. W., Batterham, A. M., & Hanin, J. (2009). Progressive statistics for studies in sports medicine and exercise science. Medicine and science in sports and exercise, 41(1), 3-13.

Houston-Wilson, C., Dunn, J. M., Van Der Mars, H., & McCubbin, J. (1997). The effect of peer tutors on motor performance in integrated physical education classes. Adapted Physical Activity Quarterly, 14(4), 298-313.

International Association of Athletics Federations (IAAF). (2006). IAAF Kids’ Athletics For Children -a team event for children (2nd Edition), Monaco: International Association of Athletics Federations, 1-82.

Kambas, A., Amoutzas, K., Makri, H., Gourgoulis, V., & Antoniou, P. (2002). The effect of psychomotor education emphasizing in time and space, on the development of graphomotor skills in preschoolers. Exercise and Society, 32(2), 49-57.

Kirk, D. (2005). Physical education, youth sport and lifelong participation: the importance of early learning experiences. European physical education review, 11(3), 239-255. https://doi.org/10.1177/1356336X05056649

Krogius, N. (1972). Psychology in chess. New York, NY: RHM Press.

Lienert, G. A., & Raatz, U. (1998). Testaufbau und testanalyse. Beltz.

Mouratidis, A., Vansteenkiste, M., Lens, W., & Sideridis, G. (2008). The motivating role of positive feedback in sport and physical education: Evidence for a motivational model. Journal of Sport and Exercise Psychology, 30(2), 240-268. https://doi.org/10.1123/jsep.30.2.240

Okely, A. D., Booth, M. L., & Patterson, J. W. (2001). Relationship of physical activity to fundamental movement skills among adolescents. Medicine and science in sports and exercise, 33(11), 1899-1904. https://doi.org/10.1097/00005768-200111000-00015

Ortega, F. B., Ruiz, J. R., Castillo, M. J., & Sjöström, M. (2008). Physical fitness in childhood and adolescence: a powerful marker of health. International journal of obesity, 32(1), 1-11. https://doi.org/10.1038/sj.ijo.0803774

Pascual-Leone, J., & Irwin, R. R. (1994). Noncognitive factors in high-road/low-road learning: I. Modes of abstraction in adulthood. Journal of Adult Development, 1(2), 73-89. https://doi.org/10.1007/BF02259674

Pesce, C., Faigenbaum, A., Crova, C., Marchetti, R., & Bellucci, M. (2013). Benefits of multi-sports physical education in the elementary school context. Health Education Journal, 72(3), 326-336. https://doi.org/10.1177/0017896912444176

Petros, B., Ploutarhos, S., Vasilios, B., Vasiliki, M., Konstantinos, T., Stamatia, P., & Christos, H. (2016). The effect of IAAF Kids Athletics on the physical fitness and motivation of elementary school students in track and field. Journal of Physical Education and Sport, 16(3), 883-896. https://doi.org/10.7752/jpes.2016.03139

Reilly, J. J., Fisher, A., Kelly, L. A., Montgomery, C., Williamson, A., Paton, J. Y., & Grant, S. (2005). Fundamental movement skills and habitual physical activity in young children. Medicine and Science in Sports and Exercise, 37(4), 684-688. https://doi.org/10.1249/01.MSS.0000159138.48107.7D

Sallis, J. F., & Patrick, K. (1994). Physical activity guidelines for adolescents: consensus statement. Pediatric exercise science, 6(4), 302-314. https://doi.org/10.1123/pes.6.4.302

Shen, B., McCaughtry, N., Martin, J., & Fahlman, M. (2009). Effects of teacher autonomy support and students’ autonomous motivation on learning in physical education. Research Quarterly for Exercise and Sport, 80(1), 44-53. https://doi.org/10.1080/02701367.2009.10599528

Spanaki, E. E., Grekioti, A. K., & Skordilis, E. K. (2016). Psychomotor training program with elements of theatrical play on motor proficiency and cognitive skills of preschoolers. International Journal of Research in Applied, Natural and Social Sciences, 4(6), 147-158.

Storey, K. (2000). Teaching beginning chess skills to students with disabilities. Preventing School Failure: Alternative Education for Children and Youth, 44(2), 45-49. https://doi.org/10.1080/10459880009599782

Vienna Test System Sport (2013). Sport Psychological Assessment & Biofeedback.

Willwéber, T., & Čillík, I. (2018). Effect of athletic activity on chosen indicators of physical development and obesity parameters in 6 to 7 year old children. Journal of Physical Education and Sport, 18(3), 1785-1790. https://doi.org/10.7752/jpes.2018.03260


Pattern Recognition: Impact of Exercises Modes on Developing a Small Ball Throwing Skill in Boys Aged 8
Iermakov Sergii, Ivashchenko Olha, Khudolii Oleg, Chernenko Sergii, Veremeenko Viktoriia & Zelenskyi Bohdan (2021) Teorìâ ta Metodika Fìzičnogo Vihovannâ

How to Cite
Abhaydev, C. S., Bhukar, J., & Thapa, R. (2020). Effects of IAAF Kid’s Athletics Programme on Psychological and Motor Abilities of Sedentary School Going Children. Teorìâ Ta Metodika Fìzičnogo Vihovannâ, 20(4), 234-241. https://doi.org/10.17309/tmfv.2020.4.06