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急性主动阅读干预对学龄前儿童身体活动水平的影响:比较分析

Danielle D Wadsworth¹, Katherine E Spring^1,2

¹Exercise Adherence and Obesity Prevention Laboratory, School of Kinesiology, Auburn University, Auburn, AL 36849, USA.

Children (Basel, Switzerland)

|February 24, 2024

概括

与静坐阅读相比,积极阅读干预措施在学龄前儿童中显著增加了体力活动 (PA). 这种方法提供了一种可行的方式,将积极的游戏融入到幼儿教育中.

科学领域:

儿科健康儿科健康
幼儿教育儿童早期教育
身体活动研究身体活动研究

背景情况:

幼儿园儿童经常缺乏足够的体力活动.
将体育活动融入日常生活中,对发展至关重要.
需要新的干预措施来促进幼儿园环境中的运动.

研究的目的:

研究积极阅读干预措施对学龄前儿童身体活动水平的急性影响.
为了比较研究人员主导和教师主导的积极阅读课程中的身体活动.
评估静坐式阅读健康书籍对身体活动的影响.

主要方法:

实施了三个条件:由研究人员主导的积极阅读 (Act_R),由教师主导的积极阅读 (Act_T) 和静坐式健康书籍阅读 (Sed_H).
使用Actigraph加速度计测量身体活动.
用皮博迪运动发展尺度,第二版来评估运动技能.

主要成果:

与Act_R和Act_T相比,Sed_H期间的久坐行为显著增加.
在Act_R与Act_T,Act_T与Sed_H以及Act_R与Sed_H期间,中度至强度的体力活动 (MVPA) 显著增加.
积极阅读期间的MVPA水平独立于基本运动技能能力.

结论:

积极阅读干预措施有效地增加了学龄前儿童的身体活动.
积极阅读为将体育活动和积极游戏纳入学前教育课程提供了一种实用方法.
这种干预对于研究人员和教师来说都是可行的.

关键词:

积极发挥积极发挥作用.基本运动技能的能力能力.适度至强烈的体力活动.

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