Physical activity affects the entire physiological and psychological system of children's personality. It plays an important role in establishing relationships not only between children but also between adults, which is why it is a communicative and community-creating force.
If the given child solves the tasks in physical activity skillfully, he feels competent, can enjoy the support of his community, becomes more confident, does not shy away from new and new challenges, and this has an encouraging effect on his environment as well.
Physical activity has an impact on intellectual development, since the child participates in the movements with his entire personality, including his intellectual abilities. As a result of regular physical exercise, nerve cells become more diverse, more connections are built, and this has a positive effect on learning abilities and skills in the long term, as well as improves memory.
Balogh, L. (2015). Bevezetés a sportdiagnosztikába. Campus Kiadó.
Biddle, J., & Asare, M. (2011). Physical activity and mental health in children and adolescents: A review of reviews. British Journal of Sports Medicine, 45(11), 886–895.
Chadocck, C, et al. (2010). A neuroimaging investigation of the association between aerobic fitness, hippocampal volume, and memory performance in preadolescent children. Brain Res, 1358:172-183.
Đorđić, V. i Bala, G. (2006a). Fizička aktivnost dece predškolskog uzrasta. U G. Bala (Ur.), Fizička aktivnost devojčica i dečaka predškolskog uzrasta (str. 57-74). Novi Sad: Fakultet fizičke kulture.
Hillman, C., Motl, R., & Pontifex, M. (2006). Physical activity and cognitive function in a cross-section of younger and older community-dwelling individuals. Health Psychology, 25(6), 678.
Homoki, A. & Rácz, A. (2021). Gyermekireziliencia- és szülőikompetencia-mérések a magyar gyermekvédelemben, Social Review, 14(1), 19-24. doi.org/10.15170/SocRev.2021.14.01.03
Keresztes, N., Pluhár, Zs., & Pikó, B. (2006). Fiatalok életmódja és egészsége a lakóhely tükrében. Új Pedagógiai Szemle, 6, 36-47
Kovács, K. (2015). A sportolás mint támogató faktor a felsőoktatásban. Debrecen: Cherd.
Mackintosh A. K., Knowles, R. Z., Ridgers, D. N., & Fairclough T. S. (2011). Using formative research to develop CHANGE: a curriculum-based physical activity promoting intervention. BMC Public Health, 11(831). doi:10.1186/1471-2458-11-831
McKenzie, T. L., Sallis, J. F., Broyles, S. L., Zive, M. M., Nader, P. R., Berry, C. C., & Brennan J. J. (2002). Childhood movement skills: Predictors of physical activity in Anglo American and Mexican American adolescents? Research Quarterly for Exercise and Sport, 73(3), 238-244.
Miller, J., Rosenbloom, A., & Silverstein, J. (2004). Childhood obesity. Journal of Clinical Endicronology and Metabolism, 89(9), 4211-4218.
Mišigoj-Duraković, M. (2008). Kinantropologija - biološki aspekti tjelesnog vježbanja. Zagreb: Kineziološki fakultet.
Nićin, Ð. (2000). Antropomotorika-teorija. Novi Sad: Fakultet fizičke kulture.
Raine, L. et al. (2013). The influence of childhood aerobic fitness on learning and memory. Plosone, 8 (9), e72666.
Rétsági, E., H. Ekler, J., Nádori, L., Woth, P., Gáspár, M., Gáldi, G., & Szegnerné Dancs, H. (2011). Sportelméleti ismeretek. Budapest-Pécs: Dialóg Campus Kiadó.
Smith, L. (1999). Perceptions of Peer Relationships and Physical Activity Participation in Early Adolescence. Journal of Sport and Exercise Psychology, 21(4), 329—350.
Takács, F. (2009). A sport története, az olimpizmus. In: Szatmári Z. (Eds.), Sport, életmód, egészség. Akadémiai Kiadó.
Weis, M., R., & Smith, L. (2002). Friendship Quality in Youth Sport: Relationship to Age, Gender, and Motivation Variables. Journal of Sport & Exercise Psychology, 24, 420-437.