ABSTRACT

Purpose

To analyze associations between physical activity (PA) during school hours and fundamental movement skills (FMS) of young children with and without PE classes.

Methods

This cross-sectional study examined 201 children of both sexes (102 girls, 50.7%), aged 3–5 years old (4.51 ± 0.79), who were engaged (n = 129) or not (n = 72) in physical education (PE) classes weekly. Light (LPA) and moderate-to-vigorous physical activity (MVPA) were assessed by accelerometer during school hours over five consecutive days, and FMS was assessed using the TGMD-2. To verify the association between PA (LPA and MVPA) and FMS (locomotor and object control scores) in both PE and NPE groups, multiple linear regression analysis was used.

Results

MVPA during school hours was significantly associated with object control performance in the PE group (β = 0.14 p = .025). A model with LPA and MVPA explained 4% of the object control performance variability.

Conclusion

The positive association observed between MVPA and object control skills on those preschoolers involved in PE classes highlight that opportunities in structured PE classes should be used as a central strategy to promote motor development in preschool settings.

中文翻译：

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上学期间的体育活动和基本运动技能：在有和没有体育课的学龄前儿童中进行的一项研究

摘要

目的

分析上学时间的体力活动 (PA) 与有和没有参加体育课的幼儿的基本运动技能 (FMS) 之间的关联。

方法

这项横断面研究检查了 201 名男女儿童（102 名女孩，50.7%），年龄在 3-5 岁（4.51 ± 0.79），他们参与（n  = 129）或未参与（ n  = 72）体育教育（ PE) 每周上课。在连续五天的上课时间通过加速度计评估轻度 (LPA) 和中度至剧烈运动 (MVPA)，并使用 TGMD-2 评估 FMS。为了验证 PE 和 NPE 组中 PA（LPA 和 MVPA）与 FMS（运动和对象控制评分）之间的关联，使用了多元线性回归分析。

结果

上学时间的 MVPA 与体育组的对象控制表现显着相关（β  = 0.14 p  = .025）。具有 LPA 和 MVPA 的模型解释了 4% 的对象控制性能可变性。

结论

在参与体育课的学龄前儿童身上观察到的 MVPA 与对象控制技能之间的正相关关系突出表明，结构化体育课中的机会应作为促进学龄前儿童运动发展的核心策略。