Background： A positive association between fundamental movement skills （FMS） and physical activity （PA） has been shown in previous research of children with and without disability. This pilot study explored a cau...Background： A positive association between fundamental movement skills （FMS） and physical activity （PA） has been shown in previous research of children with and without disability. This pilot study explored a causal mechanism for such relationship, and hypothesized that when FMS proficiency is improved, enhanced PA uptake will be found in children with and without disability. It was further hypothesized that improving FMS proficiency will have a greater impact on children with disability than those without disability. Methods： Participants include typically developing （TD） children without disability and children with cerebral palsy （CP）, who were allocated to FMS training groups （CP-FMS n = 12, TD-FMS n = 13） and control groups （CP-C n = 12, TD-C n = 13）. Training groups practiced five FMS （run, jump, kick, throw, catch） in weekly 45-min sessions for 4 weeks. Control groups had their regular physiotherapy （CP） or physical education （TD） sessions. FMS were evaluated using process- and product-oriented measures, and PA was measured using accelerometers, before and after training. Results： It was verified that training groups gained improvements in FMS while control groups did not. No significant changes in weekday PA were found. Increased weekend moderate to vigorous physical activity （MVPA） was found in the CP-FMS group, while decreased weekend sedentary time was found in the CP-FMS and TD-FMS groups. The percentages of participants who exceeded the minimum detectable change （MDC9o） in MVPA and sedentary time were larger in children with CP than in children without disability. Conclusion： The findings suggest that improved FMS proficiency could potentially contribute to heightened PA and decreased sedentary time during weekends for children. Such effect of improved FMS proficiency on PA appears to be greater in those with physical disability than in those without disability. It is recommended that the findings of this pilot study should be further examined in future research.展开更多
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
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
Balance is an essential component of movement and is critical in the ability to participate in physical activity. Developing an exergaming curriculum for schools has the potential to improve balance or postural stabil...Balance is an essential component of movement and is critical in the ability to participate in physical activity. Developing an exergaming curriculum for schools has the potential to improve balance or postural stability in children. In this study, a purposely-built exergaming center in an elementary school was used to test fourth grade students with a specially designed exergaming curriculum oriented toward improving postural stability. The program was implemented over a 6-week period, 34 min per day, 4-5 days per week. Two control groups were used： （1） a physical education （PE） class geared toward agility, balance, and coordination （ABC） improvement, and （2） a typical PE curriculum class. Exergaming students improved their postural stability significantly over a 6-week period compared to those in the typical PE class. Improvements in postural stability were also evident in the ABC class. Postural stability in the girls was better than the boys in all pre- and post-intervention tests. This study demonstrates that exergaming is a practical resource in the PE class to improve postural stability.展开更多
基金supported by the Sciences of Learning Strategic Research Theme of the University of Hong Kong
文摘Background： A positive association between fundamental movement skills （FMS） and physical activity （PA） has been shown in previous research of children with and without disability. This pilot study explored a causal mechanism for such relationship, and hypothesized that when FMS proficiency is improved, enhanced PA uptake will be found in children with and without disability. It was further hypothesized that improving FMS proficiency will have a greater impact on children with disability than those without disability. Methods： Participants include typically developing （TD） children without disability and children with cerebral palsy （CP）, who were allocated to FMS training groups （CP-FMS n = 12, TD-FMS n = 13） and control groups （CP-C n = 12, TD-C n = 13）. Training groups practiced five FMS （run, jump, kick, throw, catch） in weekly 45-min sessions for 4 weeks. Control groups had their regular physiotherapy （CP） or physical education （TD） sessions. FMS were evaluated using process- and product-oriented measures, and PA was measured using accelerometers, before and after training. Results： It was verified that training groups gained improvements in FMS while control groups did not. No significant changes in weekday PA were found. Increased weekend moderate to vigorous physical activity （MVPA） was found in the CP-FMS group, while decreased weekend sedentary time was found in the CP-FMS and TD-FMS groups. The percentages of participants who exceeded the minimum detectable change （MDC9o） in MVPA and sedentary time were larger in children with CP than in children without disability. Conclusion： The findings suggest that improved FMS proficiency could potentially contribute to heightened PA and decreased sedentary time during weekends for children. Such effect of improved FMS proficiency on PA appears to be greater in those with physical disability than in those without disability. It is recommended that the findings of this pilot study should be further examined in future research.
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。
文摘Balance is an essential component of movement and is critical in the ability to participate in physical activity. Developing an exergaming curriculum for schools has the potential to improve balance or postural stability in children. In this study, a purposely-built exergaming center in an elementary school was used to test fourth grade students with a specially designed exergaming curriculum oriented toward improving postural stability. The program was implemented over a 6-week period, 34 min per day, 4-5 days per week. Two control groups were used： （1） a physical education （PE） class geared toward agility, balance, and coordination （ABC） improvement, and （2） a typical PE curriculum class. Exergaming students improved their postural stability significantly over a 6-week period compared to those in the typical PE class. Improvements in postural stability were also evident in the ABC class. Postural stability in the girls was better than the boys in all pre- and post-intervention tests. This study demonstrates that exergaming is a practical resource in the PE class to improve postural stability.
