Moving around can be and should be fun at every age, but the way we need to move can make a big difference to how enjoyable we find different activities. Knowing that we should move regularly and often is not usually enough to keep us motivated, especially when the benefits are not immediately seen but if it is enjoyable, that should make it easier to continue. But does it make a difference whether we are good at it or not?
People come in different shapes and sizes, even little people in nurseries, and this impacts the types of activities that we are able to do and enjoy. Some people are more flexible or more sturdy than others, giving us all different strengths and weaknesses, and when put in a competitive environment, this can build different levels of confidence and insecurity. So it stands to reason that the better you are at an activity, the more you will do it. Doesn’t it?
This is, in fact, one of the factors that researchers have investigated. They looked at the relationship between motor competence and physical activity – does being good at activity lead to doing more activity? To test this idea, 550 children aged between 2-6 years were studied in Switzerland, where their movements per minute were counted, as well as minutes of activity per day, and then adjusted for age and gender (Schmutz et al., 2020).
Researchers found a little evidence that more-able children engaged in moderate to vigorous activity, but while these more-able children remained more able over time, it did not change how often they took part. So, more-able children did not necessarily take part in more vigorous activity.
This is good news for both children and grownups – we do not need to be “good” at physical activity, do not have to win competitions, and do not have to be “the best” in order to take part and stay fit and health. It really is more important to take part, rather than win!
The songs below include different levels of physical activity, indicated by the song words. And none of them have a competitive level, giving everybody a chance to participate, regardless of ability!
Teddy Bear
Teddy bear, teddy bear, turn around
Teddy bear, teddy bear, touch the ground
Teddy bear, teddy bear, jump up high
Teddy bear, teddy bear, touch the sky
Teddy bear, teddy bear, bend down low
Teddy bear, teddy bear, touch your toes
Teddy bear, teddy bear, turn off the light
Teddy bear, teddy bear, say goodnight
This lovely action song states the movement directions in the song, making it more of a game. It also allows children to relate the words to actions by reacting to the words as they sing them. Children can be inventive in how they do things (e.g. imaginary light switch in the air or on a nearby wall), or follow agreed actions, depending on the group.
Skip To My Lou
Fly in the buttermilk, shoo fly, shoo
Fly in the buttermilk, shoo fly, shoo
Fly in the buttermilk, shoo fly, shoo
Skip to my Lou, my darling
Skip, skip, skip to my Lou
Skip, skip, skip to my Lou
Skip, skip, skip to my Lou
Skip to my Lou, my darling
This old favourite develops skipping skills, which some children naturally learn, but is difficult for others. Skipping tip: start by hopping on one foot, then the other. Once that is secure, hop-hop on the left, hop-hop on the right, and once you add movement, presto! You can skip!
Old Brass Wagon
Circle to the right, old brass wagon
Circle to the right, old brass wagon
Circle to the right, old brass wagon
You’re the one, my darling
Circle to the left, old brass wagon
Circle to the left, old brass wagon
Circle to the left, old brass wagon
You’re the one, my darling
Everybody up, old brass wagon
Everybody down, old brass wagon
Everybody up, old brass wagon
You’re the one, my darling
Everybody in, old brass wagon
Everybody out, old brass wagon
Everybody in, old brass wagon
You’re the one, my darling
This circle song helps to develop spatial awareness – keeping in a circle with a wide internal space slows down the quick or anxious child and speeds up the unsure or unmotivated child. Again, this song uses the lyrics to guide the actions and associate words with movement – move right, move left, move up and down, move forward and back. “You’re the one my darling” can be children pointing to each other or giving themselves a little hug!
How Many Miles to Babylon
Line 1: How many miles to Babylon?
Line 2: Three score and ten
Line 1: Will I get back before you do
Line 2: Yes and back again
Line 1: Open the gates and let us through
Line 2: Not without a beck and bow
Line 1: Here’s the beck
Line 2: Here’s the bow
Line 1: Open the gates and let us through
Line 2 lifts their held hands for Line 1 to walk underneath.
This little gem is almost an introduction to line dancing! Children hold hands facing each other in two lines, a little like Red Rover. They alternate singing lines until the end, where Line 1 releases hands to walk under Line 2’s held hands lifted up. And if Line 2 walks forward, they end up swapping positions! Great fun!
Movement is an important life skill that may or may not be encouraged at home for many different reasons. When children see the value, they may develop their own interest in finding a sport, activity or exercise later in life to keep themselves fit and healthy. Keeping things fun while they are young gives them a better chance at finding the joy in taking part for life without feeling like a failure for not coming first.
References:
Schmutz, E. A., Leeger-Aschmann, C. S., Kakebeeke, T. H., Zysset, A. E., Messerli-Bürgy, N., Stülb, K., Arhab, A., Meyer, A. H., Munsch, S., Puder, J. J., Jenni, O. G., & Kriemler, S. (2020). Motor Competence and Physical Activity in Early Childhood: Stability and Relationship. Frontiers in Public Health, 8(39). https://doi.org/10.3389/fpubh.2020.00039
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