幼儿教育者电子学习课程对幼儿基本运动技能的影响:一个集群随机对照试验
Aidan Loh1, Matthew Bourke2, Kendall Saravanamuttoo3
1School of Kinesiology, Western University, London, Canada.
Journal of sports sciences
|September 19, 2024
概括
一个电子学习课程显著改善了学龄前儿童的基本运动技能 (FMS),特别是运动技能,根据总动力发育测试第三版 (TGMD-3) 的评估. 父母的看法也显示了干预后FMS的改善.
科学领域:
- 儿童发展 儿童发展
- 教育心理学教育心理学
- 运动学 运动学
背景情况:
- 幼儿教育工作者 (ECE) 在培养儿童基本运动技能 (FMS) 方面发挥着至关重要的作用.
- 幼儿教育中心往往缺乏专门的培训,以支持幼儿的FMS发展.
- 需要有效的专业发展策略来增强ECE培养FMS的能力.
研究的目的:
- 评估电子学习课程对学龄前儿童的FMS的影响.
- 为了确定ECE的在线专业发展是否可以提高儿童的运动技能.
- 为了比较客观 (TGMD-3) 和母公司报告的FMS结果.
主要方法:
- 一个准实验性设计,涉及145名学龄前儿童和42名ECE在12个儿童保育中心.
- 干预组的ECE完成了一门专注于FMS的电子学习课程.
- 客观评估使用总动力发育测试第三版 (TGMD-3) 在子样本 (n=48) 上,与父报告的FMS一起进行.
主要成果:
- 与对照组相比,干预组从基线到后续对TGMD-3评估运动技能和FMS总量的显著改善.
- 两组之间客观控制技能没有显著差异.
- 父母报告的FMS (运动器,物体控制,总) 在干预组增加,但干预效应在所有措施中都没有统计学意义.
结论:
- 在线专业发展为幼儿教育提供了一种有前途的方法,可以提高幼儿的基本运动技能.
- 电子学习课程证明了对客观测量的运动技能和家长感知的FMS产生积极影响.
- 进一步的研究可能会探索优化电子学习模块,以实现更广泛的FMS技能发展和持续影响.
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