Purpose: To identify the social-ecological correlates associated with fundamental movement skills at the child, family, and environment levels in young children.Methods: Preschool children from 4 Colorado Head Start/p...Purpose: To identify the social-ecological correlates associated with fundamental movement skills at the child, family, and environment levels in young children.Methods: Preschool children from 4 Colorado Head Start/preschool centers were recruited from 2010 to 2012. Two hundred twenty-eight children(128 girls; age = 56.08 § 4.09 months; body mass index(BMI) z-score = 0.53 § 1.12(mean § SD); 42.1% Hispanic/Latino) and 159 families were included in the final analysis. Children's perceived competence and fundamental movement skills were assessed via the Pictorial Scale of Perceived Competence and Social Acceptance and the Bruininks-Oseretsky Test of Motor Proficiency, 2 nd edition. Data on the number of children in the family, parent age, BMI, education, employment status, family income, perception of child coordination, and home physical activity environment were collected via a questionnaire. Linear regressions adjusted for child BMI, age, sex, and school site were performed at each level.Results: Child perceived cognitive competence was positively associated with locomotor skills(p = 0.04; adjusted R2= 0.035) and object-control skills(p = 0.003; adjusted R2= 0.083) at the child level. Parent education, BMI, and perception of child coordination were positively associated with locomotor skills and explained 8.8% of variance, but only parent education was significant(p = 0.04) at the family level. In addition, physical environment was positively associated with locomotor skills(p = 0.02) and explained 5.5% of variance at the environment level.Conclusion: Social-ecological correlates associated with young children's fundamental movement skills are multidimensional and differ according to skill category at the child, family, and environment levels.展开更多
Background: Active video games(AVGs) encourage whole body movements to interact or control the gaming system, allowing the opportunity for skill development. Children with autism spectrum disorder(ASD) show decreased ...Background: Active video games(AVGs) encourage whole body movements to interact or control the gaming system, allowing the opportunity for skill development. Children with autism spectrum disorder(ASD) show decreased fundamental movement skills in comparison with their typically developing(TD) peers and might benefit from this approach. This pilot study investigates whether playing sports AVGs can increase the actual and perceived object control(OC) skills of 11 children with ASD aged 6–10 years in comparison to 19 TD children of a similar age.Feasibility was a secondary aim.Methods: Actual(Test of Gross Motor Development) and perceived OC skills(Pictorial Scale of Perceived Movement Skill Competence for Young Children) were assessed before and after the intervention(6 × 45 min).Results: Actual skill scores were not improved in either group. The ASD group improved in perceived skill. All children completed the required dose and parents reported the intervention was feasible.Conclusion: The use of AVGs as a play-based intervention may not provide enough opportunity for children to perform the correct movement patterns to influence skill. However, play of such games may influence perceptions of skill ability in children with ASD, which could improve motivation to participate in physical activities.展开更多
目的:系统评价智力障碍儿童基本动作技能干预研究的方法及效果,为今后智力障碍儿童基本动作技能干预提供理论支撑和方法学指导。方法:通过Web of Science等5个权威数据库检索文献,按照标准排除无关文献,对纳入文献进行数据信息提取,使用...目的:系统评价智力障碍儿童基本动作技能干预研究的方法及效果,为今后智力障碍儿童基本动作技能干预提供理论支撑和方法学指导。方法:通过Web of Science等5个权威数据库检索文献,按照标准排除无关文献,对纳入文献进行数据信息提取,使用PEDro评分量表对研究质量进行评价。结果:共纳入14篇文献,其中有效干预占93%(13篇)。纳入文献样本量介于12~80人之间,年龄范围为4~18岁;在学校环境实施以基本动作技能或体适能专项训练为干预手段的研究居多;干预周期为6~16周、3次/周、单次干预时间为40~60 min的有效干预占比最高;BOTMP/BOT-2是目前广泛使用的基本动作技能测评工具。结论:智力障碍儿童基本动作技能干预可以有效促进个体基本动作技能发展。展开更多
目的应用成分数据分析方法研究幼儿24 h活动行为(24-hour Movement Behavior)与基本动作技能(Fundamental Movement Skills,FMS)之间的关联,以及各活动行为间等时替代后幼儿FMS的预期变化。方法采用ActiGraph wGT3-BT加速度计测量323名...目的应用成分数据分析方法研究幼儿24 h活动行为(24-hour Movement Behavior)与基本动作技能(Fundamental Movement Skills,FMS)之间的关联,以及各活动行为间等时替代后幼儿FMS的预期变化。方法采用ActiGraph wGT3-BT加速度计测量323名3~6岁幼儿(男童181名,女童142名)的身体活动(Physical Activity,PA)、静态行为(Sedentary Behaviour,SB)数据,采用美国大肌肉动作发展测试第3版工具(Test of Gross Motor Development,TGMD-3)测量FMS,睡眠时间由父母报告,成分数据的描述性统计分析、多元线性模型和等时替代均采用R软件完成。结果①幼儿24 h活动时间分布与动作发展关联紧密,中高强度身体活动(Moderate-to-Vigorous Physical Activity,MVPA)在成分之间分布相对稳定,与低强度身体活动(Light Physical Activity,LPA)转换的可能性更大;②幼儿MVPA对移动技能和总动作技能(Total Motor Skill,Total MS)的影响最大,MVPA等时替代其他行为均具有积极效益,其中替换LPA效果最为明显,其他行为等时替代MVPA预示着更低的动作能力,而且预测具有不对称性。结论虽然MVPA对幼儿动作发展影响最大,但更需要从整体视角平衡24 h活动行为对动作发展的影响;在幼儿园、家庭和社区环境中,强调将幼儿的LPA转换为MVPA,以更好地促进其FMS发展。展开更多
目的:验证德国儿童身体协调性测试(Korperkoordinationtest für Kinder,KTK)在中国小学生基本运动技能测试中的信效度。方法:选取上海市某小学145名1~5年级学生,年龄(8.98±1.48)岁,应用KTK和美国粗大动作发展测试(Test of Gro...目的:验证德国儿童身体协调性测试(Korperkoordinationtest für Kinder,KTK)在中国小学生基本运动技能测试中的信效度。方法:选取上海市某小学145名1~5年级学生,年龄(8.98±1.48)岁,应用KTK和美国粗大动作发展测试(Test of Gross Motor Development,TGMD)进行学生的基本运动技能测试,对KTK的信效度进行统计检验。结果:小学生的KTK平均得分为178.20±41.68,且随着年级的增长得分逐级增高(F=11.94,P<0.001)。重测信度ICC为0.966~0.992;内部一致性信度Cronbach'sα系数为0.820;结构效度中因子分析模型适配良好(x^(2)/df=0.036,RMSEA=0.001,AGFI=0.999);同时效度中与TGMD总分具有中等程度相关(r=0.639,P<0.001)。结论:KTK在中国小学生基本运动技能测试中具有较好的信效度,可以作为小学生基本运动技能发展的有效评价工具。展开更多
为丰富我国运动技能教育及青少年儿童健康促进研究的视角,运用系统评价方法,基于Web of Science和EBSCO数据库,收集2005—2016年间国外有关3~13岁儿童基本运动技能发展的研究文献。就基本运动技能发展对儿童身体活动与健康的影响进行分...为丰富我国运动技能教育及青少年儿童健康促进研究的视角,运用系统评价方法,基于Web of Science和EBSCO数据库,收集2005—2016年间国外有关3~13岁儿童基本运动技能发展的研究文献。就基本运动技能发展对儿童身体活动与健康的影响进行分析。结果表明:1)基本运动技能对儿童身体活动习惯、健康体重、心血管适能、肌肉力量耐力具有积极影响;2)以BMI指数论证基本运动技能与健康体重关系的精确程度、位移运动技能和目标控制技能对儿童身体活动及健康影响的差异、不同性别间的差异以及亚洲儿童运动技能发展等问题还需进一步深入研究;3)我国应重视基本运动技能促进儿童青少年健康的作用,重新认识儿童运动技能学习的阶段,加快学前运动技能教学研究,提高儿童运动技能学习效率,为青少年儿童终生运动习惯和健康生活奠定基础。展开更多
目的:分析儿童体质测试成绩与粗大动作技能发展之间的关系,对不同儿童进行有针对性的指导和帮助。方法:北京市4所幼儿园共1 928名儿童,按照《国民体质测定标准手册》(幼儿部分)进行体质测试。随机整群选取了8个班作为整群对照(CG,n=244)...目的:分析儿童体质测试成绩与粗大动作技能发展之间的关系,对不同儿童进行有针对性的指导和帮助。方法:北京市4所幼儿园共1 928名儿童,按照《国民体质测定标准手册》(幼儿部分)进行体质测试。随机整群选取了8个班作为整群对照(CG,n=244),并根据体质测试成绩,选取成绩前10%的儿童(TG,n=203)和后10%儿童(BG,n=203),采用Test of Gross Motor Development-3(TGMD-3)对儿童粗大动作发展进行评估,对移动类和球类技能两大类基本动作的动作技能进行评估。结果:1)男童移动动作分值与女童无明显差别;2)男童球类动作技能好于女童,且随年龄增加其优势更加明显;3)体质测试成绩差的儿童,动作发展低于整体水平,特别是其球类动作技能的发展;4)随着年龄的增长,儿童动作发展的差距随年龄增长有逐渐扩大的趋势;5)粗大动作发展与体质测试结果中等相关。结论:针对3~6岁儿童,促进其体质发展,必须重视儿童动作技能的发展,对动作技能发展滞后的儿童应在教学活动中给予更多关注和指导。展开更多
基于测评体系应用的视角对美国粗大动作发展测试(Test of Gross Motor Development,TGMD)的产生发展背景、测量和评价系统、信效度、优缺点以及应用情况等方面开展研究,旨在促进我国儿童动作发展研究的开展。结果显示:TGMD的产生和发展...基于测评体系应用的视角对美国粗大动作发展测试(Test of Gross Motor Development,TGMD)的产生发展背景、测量和评价系统、信效度、优缺点以及应用情况等方面开展研究,旨在促进我国儿童动作发展研究的开展。结果显示:TGMD的产生和发展具有特定的社会和学术背景;经过30年的发展,TGMD系列已经成为当前世界上应用最广泛的儿童粗大动作技能测评工具,被广泛应用的原因在于该测评体系的高度标准化。但TGMD存在着诸如指标适用性、过程性评价弊端等缺点,这需要引起使用者们的注意。文章通过对TGMD系列的解读分析,结合该测试目前在我国的应用现状,从思路和方法上提出对我国儿童动作发展研究的启示。展开更多
目的:了解轻度智力障碍儿童基本运动技能(Fundamental Movement Skill,FMS)发展水平和体质量指数(Body Mass Index,BMI)特征,探讨二者之间的关系,为该群体超重肥胖问题的解决拓宽视野,提供思路。方法:对86名9~12岁轻度智力障碍儿童的BMI...目的:了解轻度智力障碍儿童基本运动技能(Fundamental Movement Skill,FMS)发展水平和体质量指数(Body Mass Index,BMI)特征,探讨二者之间的关系,为该群体超重肥胖问题的解决拓宽视野,提供思路。方法:对86名9~12岁轻度智力障碍儿童的BMI(kg/m2)进行测量与评价,采用TGMD-2对被试的基本运动技能进行测试与评价,对相关数据进行统计分析。结果:轻度智力障碍儿童身高、体重、BMI均无显著性别差异(P>0.05),样本的位移技能得分显著高于物体控制技能(P<0.01),BMI正常组的位移技能得分显著高于超重和肥胖组(P<0.05);控制技能得分正常组显著高于肥胖组(P<0.05),与超重组之间的差异不具有统计学意义(P>0.05),位移技能得分与BMI呈负相关关系(r=-0.362,P<0.05);控制技能与BMI之间并未表现出显著的相关关系(r=-0.256,P>0.05),回归分析显示TGMD-2测试得分能够解释BMI变化的13.1%(R^2=0.131,P=0.013)。结论:基本运动技能水平可能是影响轻度智力障碍儿童身体成分状态的重要因素之一,基本运动技能与BMI之间呈负相关关系,超重、肥胖者的基本运动技能水平较体重正常儿童偏低,移动技能发展对于BMI具有重要影响。基本运动技能水平的提高可能成为该群体健康发展的新路径。展开更多
基金funded by an Agriculture and Food Research Initiative Competitive Grant #2010-85215-20648 from the United States Department of Agriculture (USDA) National Institute of Food and Agriculture
文摘Purpose: To identify the social-ecological correlates associated with fundamental movement skills at the child, family, and environment levels in young children.Methods: Preschool children from 4 Colorado Head Start/preschool centers were recruited from 2010 to 2012. Two hundred twenty-eight children(128 girls; age = 56.08 § 4.09 months; body mass index(BMI) z-score = 0.53 § 1.12(mean § SD); 42.1% Hispanic/Latino) and 159 families were included in the final analysis. Children's perceived competence and fundamental movement skills were assessed via the Pictorial Scale of Perceived Competence and Social Acceptance and the Bruininks-Oseretsky Test of Motor Proficiency, 2 nd edition. Data on the number of children in the family, parent age, BMI, education, employment status, family income, perception of child coordination, and home physical activity environment were collected via a questionnaire. Linear regressions adjusted for child BMI, age, sex, and school site were performed at each level.Results: Child perceived cognitive competence was positively associated with locomotor skills(p = 0.04; adjusted R2= 0.035) and object-control skills(p = 0.003; adjusted R2= 0.083) at the child level. Parent education, BMI, and perception of child coordination were positively associated with locomotor skills and explained 8.8% of variance, but only parent education was significant(p = 0.04) at the family level. In addition, physical environment was positively associated with locomotor skills(p = 0.02) and explained 5.5% of variance at the environment level.Conclusion: Social-ecological correlates associated with young children's fundamental movement skills are multidimensional and differ according to skill category at the child, family, and environment levels.
基金supported by an Alfred Deakin Fellowshipsupported by internal university funding
文摘Background: Active video games(AVGs) encourage whole body movements to interact or control the gaming system, allowing the opportunity for skill development. Children with autism spectrum disorder(ASD) show decreased fundamental movement skills in comparison with their typically developing(TD) peers and might benefit from this approach. This pilot study investigates whether playing sports AVGs can increase the actual and perceived object control(OC) skills of 11 children with ASD aged 6–10 years in comparison to 19 TD children of a similar age.Feasibility was a secondary aim.Methods: Actual(Test of Gross Motor Development) and perceived OC skills(Pictorial Scale of Perceived Movement Skill Competence for Young Children) were assessed before and after the intervention(6 × 45 min).Results: Actual skill scores were not improved in either group. The ASD group improved in perceived skill. All children completed the required dose and parents reported the intervention was feasible.Conclusion: The use of AVGs as a play-based intervention may not provide enough opportunity for children to perform the correct movement patterns to influence skill. However, play of such games may influence perceptions of skill ability in children with ASD, which could improve motivation to participate in physical activities.
文摘目的:系统评价智力障碍儿童基本动作技能干预研究的方法及效果,为今后智力障碍儿童基本动作技能干预提供理论支撑和方法学指导。方法:通过Web of Science等5个权威数据库检索文献,按照标准排除无关文献,对纳入文献进行数据信息提取,使用PEDro评分量表对研究质量进行评价。结果:共纳入14篇文献,其中有效干预占93%(13篇)。纳入文献样本量介于12~80人之间,年龄范围为4~18岁;在学校环境实施以基本动作技能或体适能专项训练为干预手段的研究居多;干预周期为6~16周、3次/周、单次干预时间为40~60 min的有效干预占比最高;BOTMP/BOT-2是目前广泛使用的基本动作技能测评工具。结论:智力障碍儿童基本动作技能干预可以有效促进个体基本动作技能发展。
文摘目的应用成分数据分析方法研究幼儿24 h活动行为(24-hour Movement Behavior)与基本动作技能(Fundamental Movement Skills,FMS)之间的关联,以及各活动行为间等时替代后幼儿FMS的预期变化。方法采用ActiGraph wGT3-BT加速度计测量323名3~6岁幼儿(男童181名,女童142名)的身体活动(Physical Activity,PA)、静态行为(Sedentary Behaviour,SB)数据,采用美国大肌肉动作发展测试第3版工具(Test of Gross Motor Development,TGMD-3)测量FMS,睡眠时间由父母报告,成分数据的描述性统计分析、多元线性模型和等时替代均采用R软件完成。结果①幼儿24 h活动时间分布与动作发展关联紧密,中高强度身体活动(Moderate-to-Vigorous Physical Activity,MVPA)在成分之间分布相对稳定,与低强度身体活动(Light Physical Activity,LPA)转换的可能性更大;②幼儿MVPA对移动技能和总动作技能(Total Motor Skill,Total MS)的影响最大,MVPA等时替代其他行为均具有积极效益,其中替换LPA效果最为明显,其他行为等时替代MVPA预示着更低的动作能力,而且预测具有不对称性。结论虽然MVPA对幼儿动作发展影响最大,但更需要从整体视角平衡24 h活动行为对动作发展的影响;在幼儿园、家庭和社区环境中,强调将幼儿的LPA转换为MVPA,以更好地促进其FMS发展。
文摘目的:验证德国儿童身体协调性测试(Korperkoordinationtest für Kinder,KTK)在中国小学生基本运动技能测试中的信效度。方法:选取上海市某小学145名1~5年级学生,年龄(8.98±1.48)岁,应用KTK和美国粗大动作发展测试(Test of Gross Motor Development,TGMD)进行学生的基本运动技能测试,对KTK的信效度进行统计检验。结果:小学生的KTK平均得分为178.20±41.68,且随着年级的增长得分逐级增高(F=11.94,P<0.001)。重测信度ICC为0.966~0.992;内部一致性信度Cronbach'sα系数为0.820;结构效度中因子分析模型适配良好(x^(2)/df=0.036,RMSEA=0.001,AGFI=0.999);同时效度中与TGMD总分具有中等程度相关(r=0.639,P<0.001)。结论:KTK在中国小学生基本运动技能测试中具有较好的信效度,可以作为小学生基本运动技能发展的有效评价工具。
文摘为丰富我国运动技能教育及青少年儿童健康促进研究的视角,运用系统评价方法,基于Web of Science和EBSCO数据库,收集2005—2016年间国外有关3~13岁儿童基本运动技能发展的研究文献。就基本运动技能发展对儿童身体活动与健康的影响进行分析。结果表明:1)基本运动技能对儿童身体活动习惯、健康体重、心血管适能、肌肉力量耐力具有积极影响;2)以BMI指数论证基本运动技能与健康体重关系的精确程度、位移运动技能和目标控制技能对儿童身体活动及健康影响的差异、不同性别间的差异以及亚洲儿童运动技能发展等问题还需进一步深入研究;3)我国应重视基本运动技能促进儿童青少年健康的作用,重新认识儿童运动技能学习的阶段,加快学前运动技能教学研究,提高儿童运动技能学习效率,为青少年儿童终生运动习惯和健康生活奠定基础。
文摘目的:分析儿童体质测试成绩与粗大动作技能发展之间的关系,对不同儿童进行有针对性的指导和帮助。方法:北京市4所幼儿园共1 928名儿童,按照《国民体质测定标准手册》(幼儿部分)进行体质测试。随机整群选取了8个班作为整群对照(CG,n=244),并根据体质测试成绩,选取成绩前10%的儿童(TG,n=203)和后10%儿童(BG,n=203),采用Test of Gross Motor Development-3(TGMD-3)对儿童粗大动作发展进行评估,对移动类和球类技能两大类基本动作的动作技能进行评估。结果:1)男童移动动作分值与女童无明显差别;2)男童球类动作技能好于女童,且随年龄增加其优势更加明显;3)体质测试成绩差的儿童,动作发展低于整体水平,特别是其球类动作技能的发展;4)随着年龄的增长,儿童动作发展的差距随年龄增长有逐渐扩大的趋势;5)粗大动作发展与体质测试结果中等相关。结论:针对3~6岁儿童,促进其体质发展,必须重视儿童动作技能的发展,对动作技能发展滞后的儿童应在教学活动中给予更多关注和指导。
文摘基于测评体系应用的视角对美国粗大动作发展测试(Test of Gross Motor Development,TGMD)的产生发展背景、测量和评价系统、信效度、优缺点以及应用情况等方面开展研究,旨在促进我国儿童动作发展研究的开展。结果显示:TGMD的产生和发展具有特定的社会和学术背景;经过30年的发展,TGMD系列已经成为当前世界上应用最广泛的儿童粗大动作技能测评工具,被广泛应用的原因在于该测评体系的高度标准化。但TGMD存在着诸如指标适用性、过程性评价弊端等缺点,这需要引起使用者们的注意。文章通过对TGMD系列的解读分析,结合该测试目前在我国的应用现状,从思路和方法上提出对我国儿童动作发展研究的启示。
文摘目的:了解轻度智力障碍儿童基本运动技能(Fundamental Movement Skill,FMS)发展水平和体质量指数(Body Mass Index,BMI)特征,探讨二者之间的关系,为该群体超重肥胖问题的解决拓宽视野,提供思路。方法:对86名9~12岁轻度智力障碍儿童的BMI(kg/m2)进行测量与评价,采用TGMD-2对被试的基本运动技能进行测试与评价,对相关数据进行统计分析。结果:轻度智力障碍儿童身高、体重、BMI均无显著性别差异(P>0.05),样本的位移技能得分显著高于物体控制技能(P<0.01),BMI正常组的位移技能得分显著高于超重和肥胖组(P<0.05);控制技能得分正常组显著高于肥胖组(P<0.05),与超重组之间的差异不具有统计学意义(P>0.05),位移技能得分与BMI呈负相关关系(r=-0.362,P<0.05);控制技能与BMI之间并未表现出显著的相关关系(r=-0.256,P>0.05),回归分析显示TGMD-2测试得分能够解释BMI变化的13.1%(R^2=0.131,P=0.013)。结论:基本运动技能水平可能是影响轻度智力障碍儿童身体成分状态的重要因素之一,基本运动技能与BMI之间呈负相关关系,超重、肥胖者的基本运动技能水平较体重正常儿童偏低,移动技能发展对于BMI具有重要影响。基本运动技能水平的提高可能成为该群体健康发展的新路径。
