The effect of recreational and training program

to develop motor skills and physical abilities

for overweight children aged from 9 to 12.
**
Prof Dr. Anita Hokelmann2
*
Dr. Kamal Abd- Elgaber
1. Introduction:
Obesity is one of the most common health problems in
today's society. Only recently has research begun to focus
on the identification and treatment of obese children and
adolescents in order to prevent this condition from
becoming a lifelong health hazard[Wal.86].This epidemic is
becoming more pronounced among children and adolescents
and is now considered a public health crisis [Cara.02].
There is no generally accepted definition for obesity as
different from overweight in children and adolescents The
term overweight means that a person has more body fat than
is optimally healthy, Being overweight is a common
condition, especially where food supplies are plentiful and
lifestyles are sedentary,The prevalence of overweight is
increasing for children and adolescents in the United States
[NHNES 04-Zugo.98].
**
Prof. Dr. in Department of movement sciences Institute of sports
,Otto-Von-Guericke- university of Magdeburg, GERMANY
*
Assistant prof in Department of sport management Faculty of
physical Education Assiut University, EGYPT,
 Studies in a variety of countries have shown increases
in the prevalence of overweight among children in recent
years[Rich.98]. These increases have given rise to concern
about children's health and well-being [Kath.06].Television
viewing often is considered one of the most modifiable
causes of obesity in children, they spend a substantial part of
their lives in front of the television set [Th.05].
Obesity rates have increased dramatically in the last
25 years [Cyn.07]. Children grow at different rates, so it
isn't always easy to know when a child is obese or
overweight [All. 04]. In 2003-2004, 17.1% of US children
and adolescents were overweight and 32.2% of adults were
obese, tests for trend were significant for male and female
children and adolescents, indicating an increase in the
prevalence of overweight in female children and adolescents
from 13.8% in 1999-2000 to 16.0% in 2003-2004 and an
increase in the prevalence of overweight in male children
and adolescents from 14.0% to 18.2%. Among men, the
prevalence of obesity increased significantly between 1999
(27.5%) and 2004 (31.1%) [Cyn.06].
According to study using data of 35 434 five to seven-
year-old children from school entry examinations in several
rural and urban areas in East and West Germany (between
1991 and 2000),the main outcome measures were
overweight and obesity, weight and height were measured
and body mass index was calculated, International cut-off
points were used to classify overweight and obesity, the
results From 1991 to 2000, the prevalence of overweight
increased from 10.0% to 17.5% in the East and from 14.8%
to 22.2% in the West. The prevalence of obesity increased
from 2.1% to 5.7% in the East and from 3.6% to 7.6% in the
West and all increases were significant [CJA.08].
A substantial proportion of pre-adolescent children in
Germany are now considered overweight with marked
regional differences in prevalence [Ange.06].
Overweight and obesity are increasing health problems
among the children in Jena city, In boys the prevalence of
overweight increased from 10.0 to 16.3% and in girls from
11.7 to 20.7% between 1975 and 1995, further
investigations are needed to explore the influence of factors
such as feeding pattern, food habits and physical activity on
overweight children [Krom.99].Therefore, there is an urgent
need to study this phenomenon, where recent studies have
shown the high rate of obesity and overweight among
children in Germany [k.Lan.02]. In 5 to 7 years old children,
overweight is associated with physical inactivity, unhealthy
eating habits and a low social status [Manf.99]. the
prevalence of overweight among school-age children and
teens in the United States has more than tripled, from 5 to
>16% in the last three decades [Alli.04]. Similar increases
have been noted in Britain, Australia, Finland, China, Chile,
Portugal, Brazil, Germany, France and Russia [Sus.01–
Magar.01]. IN Egypt the prevalence of obesity is high,
especially among women [Osm.01]. These increases have
given rise to considerable concern about children's health
and well-being [Kerb.03].
2. The Aim:
The study of the Otto-von-Guericke-University and
the sports institution deals with conditional and coordinative
skills that can be trained with the „Dance Revolution
Trainer“, It is to detect how the endurance as a conditional
skill and the reaction and balance as a coordinative skill
changes. The result could be negative or positive. You have
to keep an eye on things like other training sessions, the
personal mood and its specific psychological condition, and
we want to increase their physical fitness (stamina) and
coordination skills. Further we want to stabilize or even
decrease their bodyweight.
the objective of this study is identify the effect of
three months two times a week using training and
recreational program to develop motor skills and physical
abilities for overweight children aged from 9 to 12, which
lived in Magdeburg city, GERMANY.
3. Methods:
3.1 General facts:
- The study sample consisted of 14 children12 boys and 2
girls.
- The used curriculum is experimental curriculum.
- The timetable for the study from 9-1-2008 even 28-3-
2008.
- The survey has been taking measurements tribal during
the month of December 2007 in the Institute of Sports
Otto-Von-Guericke University of Magdeburg
GERMANY.
3.1 Measurement: Using the body mass index (BMI):
Body Mass Index (BMI) is a number calculated from a
person’s. Weight and height. BMI provides a reliable
indicator of body fatness for most people and is used to
screen for weight categories that may lead to health
problems.When we apply the body mass index (BMI) of the
children (the sample of the study) found that 13 children is
overweight and one child is obese, figure1 explain that.

Fig.1 The body mass index for children (BMI)

]3.3 Tests:
3.3.1 The body coordination tests to identify abilities for
the children:
- Balancing Test:
Balancing backwards on three wooden beams of
different width. (6cm, 4,5cm and 3cm)The degree of
difficulty increases as the child starts to balance the broadest
beam and then change on the slim ones. There are three
attempts for every beam. Every made step is counted one
point. If the child falls an attempt by touching the ground
besides the beam it will start of the current beam again until
it made three attempts. The points achieved for all three
beams will be added together.
- Jumping sidewise:
In a square with two equal sides that are separated by a
wooden band, the child is supposed to jump with both legs
from one side to the other as fast as possible. The number of
jumps made in two attempts of each 15 seconds will be
added together.
- Conversion sideways:
The child is supposed to stand on one of two little slats
and then take the other one with both hands from their one
side and put it down on their other side, so they can step
over onto it. The child got two attempts of each 20 seconds.
The sideway conversions are counted.
- Jumping over foam plastic mats on one leg:
The child tries to over jump a deck of foam plastic
mats on one leg. The height of the deck increases for every
attempt. The starting height bases upon the child's age and
three testing attempts. There are three attempts then for
every leg to over jump one height. If the child fails a height
with one leg but makes it with the other one, it will continue
the test with that leg until it fails a height three times.
Points are given for every successful attempt. 5 points
by succeeding the first attempt, 3 points by succeeding the
second one or one point by succeeding the third one.
The points are added together for every leg and then
altogether.
3.3.2 Picking up the stick test:
Coach holds the stick from the bottom and when the
reference is to give the child trying to arrest him stick and
calculates the distance, Give each child 3 trying for every
hand.
3.3.3 Endurance test (6 minutes walking test).
In the Six-Minute Walking Test the children were
supposed to walk for six minutes on a treadmill in a speed
specific to every child. Some children were able to go faster
than others, so there walking speed was higher. Important is
that it had to be walking, not running. Measured was the
pulse rate before the test (resting pulse rate) and the moving
pulse rate every minute until the end of the test. On the post
- test the children walked the same speed as in the pre -
test, so it was ensured that they move with the same
intensity as in the pre - test. The aim doing it that way
was to exclude variables that could have falsify the
measurements of the pulse rates, and make the data of
the post - test comparable to the pre - test data.
3.3.4 Dancing on the dance revolution trainer:
The intention of the Dance Revolution Trainer for
developing is to convince and to persuade children who are
overweight. The aim is to loose weight and because of this
it’s important to take care of the interests of the children and
to motivate them. In America it was used in school and the
popularity raised. They try to influence the way of life
positively. In contrast to the ordinary PlayStation there are
no limits for gaming, fun and movement. The games can be
learned easily because there are no complex rules. The
achievement of even better results and to get new levels
strengthens the motivation and gets more variability. The
danger of addiction mustn’t take care. The price is very
high, but this doesn’t matter because of this extra ordinary
game. Now you can also buy other versions for Dreamcast,
PC, Mac, PlayStation, GameCube, PlayStation2 and Xbox.
Nowadays people enjoy music games very well and even in
Germany the attention rises to this kind of sport. The
Japanese software firm Konami releases the Dance
Revolution Games series and elate many Japanese,
Americans and later on the Germans. At this time the
euphoria for music and rhythm games, which you can buy
since the 1990’s, began. In Europe this Game series by
Konami is named Dancing stage. Not only the big
amusement arcade of the neighbour countries thought that
this game is a ‘Must have’. The graphics are always very
simple. The player focuses the symbols that allege the
moves, because of this the emotions are set free without
recognizing the environment.
Emotional aspects: Because of the attractive songs and
the easy handling the dance apart is quite fascinating.
Concerning humans, motivation and emotion are one of the
main mental systems of acting and movement that are
distinguishable. The key is the appeal, every order and aim
gives us the verve, f. e. that one player really practices hard
during the training and reflects this effort even in a
competition by trying to win. The emotional aspects come
up by viewing the reactions of a sportsman in times of
success and in times of failure. The same emotional reaction
could appear by the “Dance Revolution Trainer”, because
on the one hand you can do this in pairs, so competition
could come up and on the other hand if you don’t reach your
personal aim. Success and failure are close to each other.
It’s important to keep the control above all, so the fun won’t
get lost and the addiction will be avoided.
3.3.5 Heart rate controlled:
The heart rate of children has been measuring during
the tests of walk for 6 minutes and during training on the
dance revolution trainer using watch named Polar F11,
Which measure the children's heart rate.
3.4 Sports program Description:
The program contains some exercises that develop
physical abilities and coordination among children, The
program lasted for 3 months twice a week for one hour
according to :
1. Pilates
- A kind of Yoga
- Every exercise 3-5 times
- Slowly, conzentrate and never stop breathing
2. Strength
- Arms, legs, belly.
- Every kid has 3 bottles, one 1,5l and two 0,5l filled with
sand, we do some exercise for belly, legs, arms
3. Tae Bo:
- Movements with music and boxing
- Its good for rhythm, coordination and endurance
4. Movement
- Move with chairs
- climbing on chairs, under the chair
- Kids built there own hindrance parlours
- Move with balls to trained coordination and speed
 - stretching
- Aerobic – steps with music
5. Relay
- 2 groups
- bring some things to a point, as fast as they can
- Its a kind of competition
6. Power circle
- With 6 stations
- On every station they have to do an other exercise
- rope skipping, sit ups, endurance Test, stand back on the
wall and the knee 90°, sit down and lift the legs over a
bottle, jump on a stair with changing the feet
7. Boxing program
- Shadow boxing
8. Games
- A game to get to know the other kids, throw a ball and
then they have to say the name, hobbies and the reason
to be there
- Laurenzia: it is a singing game with movements the
children walk in every where and when the heard
laurenzia they put there knee down.
- Newspaper dance
- crawfish-soccer – play soccer like a crawfish
- sleepyhead- you have one ring-bell (kid) the other lay
on the floor and the ring-bell wake up every kid a part
from one kid (sleepyhead), the other stay around the
 lying kid and scream sleepyhead and this kid rise up and
catch the others the last one is the next ring-bell
- Doctor Catching – you have to put your hand on the
patch your are catches and then your are the next hunter.
- Stand and go- we have one hunter, and try to catch all
the other kids, when you are catch you stand with open
legs and you can be free when an other kid crawl
through your legs, the hunter wins when every kid stand
- fruit salad – chair circle, every kid named like a fruit
and sit on the chair and one kid stand in the middle of
the circle, this kid calls two fruits an they have to
change place and the kid from the middle try to get on
one of the chairs, when the kid in the middle called fruit
salad all of them have to change place
- We used some exercises with the tools to have a
positive impact on the physical fitness of children and
strengthen abdominal muscles, arms and legs which
exercises are exciting and take nature of competition
among children.
4. Results:
4.1 The weight and the height:
Has been compared to the weight of the children
which obtained from the pre- measurement and the final
measurement:
 Table (1)
Comparison between the first and the second
measurement of height and weight for children
The first The second
The
measurement measurement T test
variables
mean Stdev. mean Stdev.
Weight (kg.) 57.88 14.14 59.24 13.68 3.27
Height (cm.) 148.8 10.51 151.1 10.69 14.6
Significant: P<0.05 = 1.77
Seen from the table above that arithmetic mean of
children in weight had increased compared to final
measurement because the mean of weight in pre-
measurement was 57.88 and in final measurement it is 59.24
that's improved 2.30%, and the arithmetic mean of children
in height had increased compared to final measurement
because the mean of height in pre-measurement was 148.8
and in final measurement it is 151.1 that's improved
1.52%The volume of T test for two variables ( weight and
height )is significant .
the weight and the hight for children

200

weight1 150
weight2
hight1 100
hight2
50

0
14 13 12 11 10 9 8 7 6 5 4 3 2 1

Fig 2 comparative between the weight and the height for children
 According to figure (2 and 3) we find all the children's
height increased approximately 2-3 cm, and we find some
children are in the same weight, and demonstrating that the
activity program we used with children is Effective in
weight reduction.
Childre n"s w e ights after and before the program
200
180
160
140 H.Bef ore
120 H.Af t er
100 W.Bef or e
80
W.Af t er
60
40
20
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14

C hi l dr e n N o.

Fig3 comparative between the weight and the height for children
4-1-1 The body mass index (BMI):
Table (2)
Comparison between the first and the second
measurement of (BMI)
The children The firstOfmeasurement The second The
BMI measurement of BMI deference
1 23.1 24.2 1.1
2 21.5 20.9 -0.6
3 29.5 29.5 0
4 23.5 23.9 0.4
5 26.3 26.9 0.6
6 24.9 23.4 -1.5
7 23.6 23.8 0.2
8 25.9 26 0.1
9 33.6 31.4 -2.2
10 21.3 22.4 1.1
11 28.4 28.8 0.4
12 26.9 27.2 0.3
13 27.3 27 -0.3
14 25.1 24.5 - 0.6
 Comparing the weights of children using BMI
according to the results of the previous scale, we find that
there was improvement in terms of results BMI in pre-
measurement less than final measurement among some
children demonstrating the height and weight in children is
moving normally.
4.2 The body coordination tests:
For identify the significant of the tests of body
coordination tests the researchers make the statistical
treatment using T test.
Table (3)
Comparison between the first and the second
measurement of coordination tests
The first The second
measurement of measurement
The variables coordination tests of coordination tests T test
mean Stdev. mean Stdev.
Balance 27.21 13.52 32.78 16.39 2.13
Jumping over foam
31.92 19.95 36.21 17.42 2.24
plastic mats on one leg
Jumping sideways 42.42 13.19 54.00 14.62 8.23
Conversion sideways 27.57 9.98 29.14 10.54 1.20

Significant: P<0.05 = 1.77

90
balance 1 80
balance 2 70
jump on one leg1 60
jump on one leg2 50
jumping sidewise1 40
jumping sidewise2 30
Conversion sideways1 20

Conversion sideways2 10
0
14 13 12 11 10 9 8 7 6 5 4 3 2 1

Fig 4 Comparison between the first and the second

measurement of coordination tests
 Seen from the table above that arithmetic mean of
children in body coordination tests had improved compared
to final measurement because the mean of balance test in
pre-measurement was 27.21 and in final measurement it is
32.78 that's improved 16.99%, the mean of Jumping over
foam plastic mats on one leg in pre-measurement was 31.92
and in final measurement it is 36.21 that’s improved11.85%,
the mean of Jumping sideways in pre-measurement was
42.42 and in final measurement it is 54.00 that’s improved
21.44%, the mean of Conversion sideways in pre-
measurement was 27.57 and in final measurement it is
29.14 that’s improved 5.39%, the volume of T test for the
coordination tests are significant (< 1.77) except the test of
Conversion sideways.
4.3 Comparative between the hip and the waist:
Table (4)
Comparison between the first and the second
measurement of hip and waist
The The first The second T
variables measurement measurement test
mean Stdev. mean Stdev.
Hip (cm.) 90.857 12.41653 92.2500 11.53715 1.68
Waist (cm.) 94.1786 9.31212 92.7857 10.68557 1.50
Significant: P<0.05 = 1.77
 Seen from the table above that arithmetic mean of
children in hip had increased compared to final
measurement because the mean in pre-measurement was
90.851 and in final measurement it is 92.25 that's increased
1.52%, the mean of Waist in pre-measurement was 94.17
and in final measurement it is 92.78, and the volume of T
test for the hip and waist are not significant .
com parative the hip

140
the w iste befor cm.
120
the w iste after cm.
100
80
60
40
20
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14
the children

Fig 5 Comparison between the first and the second

measurement of hip and waist
com parative the w aist

140
120 the hip before cm.
100 the hip after cm.
bnghn

80
60
40
20
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14
the children

Fig 6 Comparison between the first and the second

measurement of hip and waist
 We note that there is an increase in the hip and the
waist of a few among as a result because children at the
stage of growth, however, there are some children find their
stability or a slight decrease in hip and waist, which
indicates that physical activity leads to an improvement in
the overall structure of the body.
4.4 descriptions of 6 min. walking test:
Table (5)
Comparison between the first and the second
measurement of 6 min. walking test
The first measurement the second measurement
The children pulse pulse T test
mean Stdev. mean Stdev.
1 140.14 5.89 144.28 4.461 0.052
2 149.85 10.71 152.42 10.89 0.013
3 124.28 7.71 136.57 7.72 7.37
4 123.00 10.32 128.147 12.86 0.004
5 157.42 19.64 153.57 13.97 0.078
6 151.28 20.84 140.28 12.45 0.012
7 145.57 9.57 128.57 8.94 2.48
8 161.85 17.01 152.42 13.10 0.002
9 155.85 18.50 165.71 8.53 0.031
10 116.85 16.51 121.21 14.34 0.023
11 142.85 3.02 132.42 7.80 0.002
12 144.14 7.38 139.28 6.26 0.009
13 159.85 19.20 158.14 17.32 0.154
14 146.42 11.60 142 12.08 0.044

Significant: P<0.05 = 1.77

 Seen from the table above that arithmetic mean of
heart rate of children in 6 min. walking test is between (
116.85 – 165.71 ) and the T test is between ( 0.002- 7.48 )
that’s meaning there is no significant in pre-measurement
and final measurement in 6 min. walking test except two
children.
4-5 comparative between pre-measure and final measure
in reaction test:
Table (6)
Comparison between the first and the second
measurement of reaction test
The first The second
The variables measurement measurement T test
mean Stdev. mean Stdev.
Reaction test 90.85 12.46445 91.57 11.67 0.22
Significant: P<0.05 = 1.77
comparative between the reaction test

140
120
100
Series1 80
Series2 60
40
20
0
14 13 12 11 10 9 8 7 6 5 4 3 2 1
the children

Fig 7 Comparison between the first and the second

measurement of reaction test
 Seen from the table above that arithmetic mean of
children in the reaction test had increased compared to final
measurement because the mean in pre-measurement was
90.851 and in final measurement it is 92.25 that have
increased 1.52%, there is no significant because the T test
volume is under 1.7.
Conclusions:
- Use physical activity reduces the weight gain and helps
improve the physical abilities and skills in children.
- Interventions to reduce the high rates of overweight
among children should address the importance of
maternal acculturation and previous obesity as well as
maternal perceptions of previous children's weight and
eating habits.[Elena.08].
- Aerobic-exercise training might help reverse the
decrements in cardiopulmonary function observed over
time in overweight children [Chris.07] and improved
overweight/obese children's self-perception of muscular
strength and body composition [Yu CC.08].Whatever.
- Increasing physical activity is effective in improving the
children's health [Zahn.06].
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