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Effects of an 8-week school-based intervention programme on Irish school children's fundamental movement skills
Physical Education and Sport Pedagogy ( IF 4.638 ) Pub Date : 2020-10-22 , DOI: 10.1080/17408989.2020.1834526
Lisa Kelly 1 , Siobhán O’Connor 2 , Andrew J. Harrison 3 , Niamh J. Ní Chéilleachair 1
Affiliation  

ABSTRACT

Background: Irish school children have demonstrated poor proficiency in fundamental movement skills (FMS) and consistent with international literature, females and overweight children tend to be less skilled than males and non-overweight children. Interventions that are suitable for children of all abilities and which provide long-term improvements in FMS proficiency are warranted.

Purpose: This study examined the immediate and long-term effects of an 8-week FMS intervention programme on 255 Year 3 and 4 Irish school children’s (50% male, 7.4 ± 0.6 yr) FMS proficiency levels. It was hypothesised that using a mastery motivational climate to deliver the intervention sessions would provide immediate and long-term improvements for all children, including females and overweight children.

Methods: Participants were conveniently recruited from 4 schools and randomly assigned to the intervention-control (Group I-C: 2 schools, n = 134, 48% male) or control-intervention (Group C-I: 2 schools, n = 121, 52% male) sequence. Group I-C completed the intervention (i.e. two 45-minute FMS classes per week in place of usual PE for 8 weeks) in phase 1, and after a 4-week washout, completed the control condition (i.e. routine PE lessons for 8 weeks) in phase 2, and vice-versa for Group C-I. FMS proficiency, assessed using the Test of Gross Motor Development-Third edition, and weight status based on body mass index (BMI) were recorded at 5 time points: pre and post phase 1, pre and post phase 2 and at 13-months post-intervention (i.e. follow-up).

Results: Linear mixed models revealed significant group × time interaction effects for locomotor, ball skills and total FMS scores (all p < 0.001) following engagement in the FMS intervention. No significant changes were observed following engagement in the control condition (i.e. Group C-I: pre to post phase 1 and Group I-C: pre to post phase 2; all p > 0.05). Significant improvements for locomotor, ball skills and total FMS scores were reported for both groups at follow-up compared to baseline (all p < 0.001). No significant group × time × gender or group × time × weight status interaction effects were reported (all p > 0.05). The proportion of participants who improved from poor-mastery to mastery/near-mastery was significant for eight skills, immediately following the intervention and from baseline to follow-up.

Conclusion: Significant improvements in FMS proficiency were observed following a short-duration intervention that was delivered by an instructor with specialist FMS knowledge and an ability to create a mastery-oriented climate during lessons. Although the long-term effectiveness remains unclear, it is likely that mastery-oriented PE lessons could facilitate greater improvements in FMS development for children of all abilities compared to traditional PE lessons. Future studies should explore if primary teachers feel they have sufficient confidence and pedagogical skills to support children’s FMS development during PE.



中文翻译:

为期 8 周的校本干预计划对爱尔兰学童基本运动技能的影响

摘要

背景:爱尔兰学童在基本运动技能 (FMS) 方面表现出较差的熟练程度,并且与国际文献一致,女性和超重儿童的技能往往低于男性和非超重儿童。适合所有能力的儿童并能长期提高 FMS 熟练程度的干预措施是有必要的。

目的:本研究检查了为期 8 周的 FMS 干预计划对 255 名爱尔兰学童(50% 男性,7.4 ± 0.6 岁)FMS 熟练程度水平的 3 年级和 4 年级爱尔兰学童的近期和长期影响。假设使用掌握动机的氛围来提供干预课程将为所有儿童提供即时和长期的改善,包括女性和超重儿童。

方法:参与者从 4 所学校方便地招募并随机分配到干预控制组(IC 组:2 所学校,n  = 134,48% 男性)或控制干预(CI 组:2 所学校,n  = 121,52% 男性) ) 序列。IC 组在第 1 阶段完成干预(即每周两次 45 分钟的 FMS 课代替常规体育课,持续 8 周),并在 4 周的冲洗后,完成控制条件(即 8 周的常规体育课)阶段 2,组 CI 反之亦然。在 5 个时间点记录 FMS 熟练程度,使用大运动发育测试第三版进行评估,以及基于体重指数 (BMI) 的体重状态:第 1 阶段前后、第 2 阶段前后和 13 个月后- 干预(即跟进)。

结果:线性混合模型显示,在参与 FMS 干预后,运动、球技能和 FMS 总分(均p  < 0.001)具有显着的组×时间交互效应。在参与控制条件后没有观察到显着变化(即 CI 组:第 1 阶段前到后和 IC 组:第 2 阶段前到后;所有p  > 0.05)。与基线相比,两组在运动、球技能和 FMS 总分方面都有显着改善(所有p  < 0.001)。没有报告显着的组 × 时间 × 性别或组 × 时间 × 体重状态相互作用效应(所有p > 0.05)。在干预之后和从基线到随访的八项技能中,从不熟练到精通/接近精通的参与者比例显着。

结论:在由具有专业 FMS 知识和在课程中创造以掌握为导向的氛围的能力的讲师提供的短期干预后,观察到 FMS 熟练程度的显着提高。尽管长期有效性尚不清楚,但与传统的体育课相比,以掌握为导向的体育课很可能有助于所有能力的儿童在 FMS 发展方面取得更大的进步。未来的研究应该探索小学教师是否觉得他们有足够的信心和教学技能来支持体育期间儿童的 FMS 发展。

更新日期:2020-10-22
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