基于学校的体育活动干预对智力障碍儿童的影响:一个集群随机试验
Michael Noetel1, Taren Sanders2, Danielle Tracey3
1School of Psychology, the University of Queensland, St Lucia, 4072, Australia. m.noetel@uq.edu.au.
概括
一个以学校为基础的计划没有改善智力障碍儿童的基本运动技能或身体活动. 需要进一步的研究,以了解对这一群体的有效干预措施.
科学领域:
- 儿科健康 儿科健康
- 关于残疾人的研究.
- 体育教育的体育教育
背景情况:
- 残疾儿童的健康状况较差,身体活动水平较低.
- 由教师领导的全校体育活动干预措施显示出希望,但在残疾儿童中未得到充分利用.
- 智力障碍与由于不活动而增加患慢性疾病的风险有关.
研究的目的:
- 评估混合教师专业学习计划对智障儿童基本运动技能 (FMS) 和身体活动的影响.
- 通过在线和面对面的教师培训来评估学校干预措施的有效性.
- 为了确定是否可以在这个人群中实现增强的FMS和增加的体力活动.
主要方法:
- 一个集群随机临床试验,涉及20所小学和238名智力残疾学生 (2-5年级).
- 干预组接受了混合教师专业学习,以实施全校计划;对照组没有接受干预.
- 测量结果包括FMS能力 (总动力发展测试-3),自我概念,享受,幸福感,300码跑步时间和加速计测量的身体活动.
主要成果:
- 在干预组和对照组之间,在FMS能力的主要结果中没有观察到显著的改善.
- 二次结果,包括身体活动水平,自我概念,享受,幸福感和300码跑步时间,也没有显著差异.
- 该研究没有发现任何测量结果的统计学上显著的按时间分组效应.
结论:
- 基于学校的干预措施,尽管混合教师专业学习,但没有提高智障儿童的FMS能力或体育活动.
- 潜在的混因素,如COVID-19大流行,可能会削弱结果.
- 低强度的教师专业学习干预可能不足以推动智力障碍儿童的FMS或体育活动的有意义变化.
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