Physical education (PE) is acknowledged as a relevant context for holistic child and youth development promotion. However, interventional research mostly builds on individual theories focused on specific outcome domains. This study presents a multisport enriched PE intervention that capitalizes on the intersection of different theory-based approaches to motor, cognitive and socio-emotional skills development promotion. With a cross-over design, 181 fifth graders, coming from a past class-randomized trial of enriched or traditional PE in their 1st–3rd grade, were stratified (based on their previous PE experience) and class-randomized to multisport enriched PE or control group. They completed pre-post assessments in motor and sport skills, cool (inhibition, working memory) and hot (decision making) executive functions, prosocial (empathy, cooperation) and antisocial (quick-temperedness, disruptiveness) behaviors. Children in the enriched PE group showed advantages in motor and prosocial skills after the intervention, which were linked by a mediation path, and an interactive effect of past and actual PE experience on decision making but no differential effects on other variables. The results suggest that a PE intervention designed with an integrative theory base, although not allowing disentangling the contribution of individual components to its efficacy, may help pursue benefits in motor and non-motor domains relevant to whole-child development.

中文翻译：

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在体育教育中通过设计的多项运动干预促进整体发展：班级随机交叉试验

体育 (PE) 被认为是促进儿童和青少年全面发展的相关背景。然而，介入研究主要建立在侧重于特定结果领域的个人理论之上。本研究提出了一项多项运动丰富的体育干预措施，该干预措施利用不同的基于理论的方法来促进运动、认知和社会情感技能发展。通过交叉设计，181 名五年级学生，来自他们 1 至 3 年级的丰富或传统体育的过去班级随机试验，被分层（基于他们以前的体育经验）并随机分组到多项运动丰富的体育或控制组。他们完成了运动和运动技能、冷（抑制、工作记忆）和热（决策）执行功能、亲社会（同理心、合作）和反社会（脾气暴躁，破坏性）行为。丰富体育组的儿童在干预后在运动和亲社会技能方面表现出优势，这通过中介路径联系起来，过去和实际体育经验对决策的交互作用，但对其他变量没有差异影响。结果表明，以综合理论为基础设计的 PE 干预，虽然不允许解开单个组件对其功效的贡献，但可能有助于追求与全儿童发展相关的运动和非运动领域的益处。过去和实际 PE 经验对决策的交互影响，但对其他变量没有差异影响。结果表明，以综合理论为基础设计的 PE 干预，虽然不允许解开单个组件对其功效的贡献，但可能有助于追求与全儿童发展相关的运动和非运动领域的益处。过去和实际 PE 经验对决策的交互影响，但对其他变量没有差异影响。结果表明，以综合理论为基础设计的 PE 干预，虽然不允许解开单个组件对其功效的贡献，但可能有助于追求与全儿童发展相关的运动和非运动领域的益处。