检查实际和感知的运动能力配置文件与执行职能之间的关系
Angela Starrett1, T Cade Abrams1, Layne Case2
1University of South Carolina.
Research quarterly for exercise and sport
|September 12, 2025
概括
具有准确的运动技能自我认知的孩子表现出更好的执行功能 (EF). 在幼儿时代培养现实的自我评估,有助于运动和认知发育.
科学领域:
- 儿童发展 儿童发展
- 汽车发展 汽车发展
- 认知心理学 认知心理学
背景情况:
- 执行功能 (EF) 对学习和行为至关重要.
- 了解学前儿童的运动能力和EF之间的相互作用至关重要.
- 对运动技能的准确自我认知可能会影响认知发展.
研究的目的:
- 确定学龄前儿童实际运动能力 (AMC) 和感知运动能力 (PMC) 的概况.
- 检查这些运动能力概况之间的人口统计学变化.
- 研究如何执行功能 (EF),包括认知灵活性和抑制性注意力,在这些配置文件之间有所不同.
主要方法:
- 隐性特征分析 (LPA) 用于将571名学龄前儿童 (3-6岁) 分类为不同的AMC和PMC特征.
- 实际运动能力 (AMC) 通过总运动发育-3 (TGMD-3) 测试进行评估.
- 感知运动能力 (PMC) 使用修改的感知运动技能能力 (PMSC) 图形尺度进行测量,并通过NIH-Toolbox认知电池评估EF.
主要成果:
- 确定了AMC和PMC的五个不同的配置文件,显示了实际和感知技能之间的不同对齐.
- 在这些运动能力概况和执行功能 (EF) 组件之间发现了显著的关联.
- 具有更准确的运动能力自我认知能力的学前儿童表现出更高水平的认知灵活性和抑制性注意力.
结论:
- 对运动能力的准确自我认知与幼儿的执行功能增强有关.
- 幼儿教育应包括促进运动技能的现实自我评估的活动.
- 支持准确的自我评估可能会促进更好的运动和认知发展,有助于更健康的发育轨迹.
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