LFE Research Group, Department of Health and Human Performance, Faculty of Physical Activity and Sport Sciences (INEF), Universidad Politécnica de Madrid , Madrid, Spain.
PROFITH "Promoting FITness and Health through Physical Activity" Research Group, Sport and Health University Research Institute (Imuds), Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada , Granada, Spain.
J Sports Sci. 2020 Jul;38(13):1506-1515. doi: 10.1080/02640414.2020.1746559. Epub 2020 Apr 20.
The aim of the present study was to investigate the existence of a relative age effect (RAE) on physical fitness of preschoolers. Anthropometry and physical fitness were assessed in 3147 children (3-5 years old) using the PREFIT battery. Based on the birth year, participants were divided into 3year groups (3-, 4- and 5-years). Within each year group, 4quarter groups were created: quarter 1, preschoolers born from January to March; quarter 2, from April to June; quarter 3, from July to September; quarter 4, from October to December. The MANCOVA analysis revealed a main effect of year group (Wilks' λ = 0.383; F = 369.64; p < 0.001, η = 0.381) and of quarter (Wilks' λ = 0.874; F = 27.67; p < 0.001; η = 0.044) over the whole battery of tests. To the best of our knowledge, this is the first study to report the existence of RAE at the preschool stage. In general, performance improved as the relative age increased (i.e., those born in quarter 1 performed better than those in the other quarters). Individualization strategies should be addressed within the same academic year not only in elementary or secondary years but also in preschoolers.
本研究旨在探讨学龄前儿童体能是否存在相对年龄效应（RAE）。采用 PREFIT 电池对 3147 名儿童（3-5 岁）进行人体测量和体能评估。根据出生年份，参与者被分为 3 岁组（3 岁、4 岁和 5 岁）。在每个年龄组内，又分为 4 个季度组：第 1 季度，出生于 1 月至 3 月的学龄前儿童；第 2 季度，出生于 4 月至 6 月的学龄前儿童；第 3 季度，出生于 7 月至 9 月的学龄前儿童；第 4 季度，出生于 10 月至 12 月的学龄前儿童。MANCOVA 分析显示，年龄组（Wilks' λ=0.383；F=369.64；p<0.001，η 2=0.381）和季度（Wilks' λ=0.874；F=27.67；p<0.001；η 2=0.044）对整个测试系列均有显著影响。据我们所知，这是首次在学龄前阶段报告 RAE 的存在。总体而言，随着相对年龄的增加，表现会有所提高（即，第一季度出生的儿童比其他季度出生的儿童表现更好）。不仅在小学或中学，而且在学龄前阶段，都应该针对同一学年制定个性化策略。
