eng Science and Education Publishing American Journal of Sports Science and Medicine 2333-4606 2024-09-06 12 2 20 28 10.12691/ajssm-12-2-1 AJSSM20241221 article Sakiko Ukita saki0911@kanto-gakuin.ac.jp 1 Kaoru Tsuyama 2 Masasuke Kuwamori 3 College of Education, Kanto Gakuin University Faculty of Sport Science, Nippon Sport Science University Department of Health & Physical Education, School of Commerce, Meiji University This study¡¯s twofold aim was (1) to determine the effects of a program of exercise-play (PEP) on the motor ability and physical fitness of nursery-type children in a certified Center for Early Childhood Education and Care (ECEC) in Japan and (2) to evaluate changes in their motor ability and physical fitness after the PEP intervention. Once their parents provided informed written consent, 54 ECEC preschoolers (19 nursery-type and 35 kindergarten-type children.) were enrolled in the study. We introduced PEP for the 19 nursery-type children (PEP-introduced group). The 35 kindergarten-type children (PEP-unintroduced group) were cared for as usual, without PEP. In both groups, we measured continuous jumps with both legs, the standing long jump, one-leg beam balance, and toe muscle strength three times¡ªbefore introducing PEP, after the intervention, and 7 months post-intervention. Findings revealed that before the PEP intervention, nursery-type children¡¯s motor ability and physical fitness were inferior to that of the kindergarten-type children. Continuous jumps with both legs and the one-leg beam balance improved in the PEP-introduced group after the PEP intervention, but not in the PEP-unintroduced group. In addition, the standing long jump and toe muscle strength increased in both groups, but the effect (degree of increase) was greater in the PEP-introduced group than in the PEP-unintroduced group. Regarding relative superiority between groups in motor ability and physical fitness, the PEP-introduced group was inferior or equivalent before the PEP intervention. As a result of PEP intervention, the PEP-introduced group¡¯s inferior items became equivalent, and the equivalent item became superior. However, by 7 months after PEP ended, the groups¡¯ superiority returned to the level prior to the PEP intervention. These results indicate that although PEP effectively improved the nursery-type children¡¯s motor ability and physical fitness, 7 months after PEP cessation, these effects had disappeared. https://pubs.sciepub.com/ajssm/12/2/1/ajssm-12-2-1.pdf Certified Center for Early Childhood Education and Care Preschoolers Motor ability Physical fitness Program of exercise-play