父母,教师和社区:一个团队方法来培养儿童的体能能力
Matthew S Chapelski1, Marta C Erlandson1, Alexandra L Stoddart2
1College of Kinesiology, University of Saskatchewan, Saskatoon, SK S7N 5B2, Canada.
Children (Basel, Switzerland)
|August 26, 2023
概括
一个为期12周的体育素养干预改善了幼儿的运动和整体体力能力. 教师观察到改善,虽然家长没有意识到身体能力的变化.
科学领域:
- 儿科健康 儿科健康
- 体育教育的体育教育
- 发展心理学 发展心理学
背景情况:
- 儿童从事体育活动对即时和长期健康至关重要.
- 发展身体能力对于持续参与体育活动至关重要.
- 幼儿时期是建立基本运动技能的关键时期.
研究的目的:
- 为了评估12周多设置体育素养干预对儿童体育能力的影响.
- 评估幼儿园和一年级学生运动,物体控制和整体体力能力的变化.
主要方法:
- 四所学校的干预 (n=103) 和控制 (n=83) 组的准实验性设计.
- 使用PLAY Fun工具评估干预前后的身体能力.
- 用PLAY家长和PLAY教练工具测量了家长和教师对身体能力的看法.
- MANOVA用于分析干预对身体能力的影响的重复措施.
主要成果:
- 在12周内,在两组中都观察到运动器官,对象控制和整体体力能力的显著改善.
- 对于运动器官和整体身体能力 (p < 0.05) 发现了显著的干预效应.
- 教师认为干预组的身体能力有所改善,而家长没有报告显著变化 (p > 0.05).
结论:
- 12周的体育素养干预有效地提高了幼儿园和一年级儿童的体育能力.
- 教师的感知与改善身体能力的客观指标保持一致,突出显示了干预的成功.
- 进一步的研究可能会探索父母报告的认知与客观结果之间的差异的原因.
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