VAIKŲ JUDĖJIMO ĮGŪDŽIŲ KAITA IKIMOKYKLINIO UGDYMO ĮSTAIGŲ UGDYTOJŲ KVALIFIKACIJOS ASPEKTU [MOTOR SKILLS DEVELOPMENT ALTERATIONS OF PRE-SCHOOL AGED CHILDREN IN RELATION TO QUALIFICATION OF EDUCATORS]

Rita Gruodytė-Račienė, Viktorija Tamulaitė
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Abstract

The aim of this study was to investigate motor skills development of 5-6-year-aged children in relation to educator’s qualification. The participants were 16 boys and 14 girls of the pre-school groups in the kindergarten. Two teachers (both females over 50 years of age) were giving their usual physical education (PE) lessons (45 min x twice a week) during the study period. Teacher of group 1 (G1; n=15) had a qualification of a general educator, and had other educational activities and duties with her group. Teacher of group 2 (G2; n=15) was a specialist of PE and had PE lessons for kids, only. The motor skills development was tested at baseline (T1) and repeated after six months (T2). To investigate children motor skill development, the battery of the Test of Gross Motor Development-2 (TGMD2) was used. The testings were filmed using a digital camera for a later evaluation analysis. All testing and evaluation procedures were performed by the same exercise expert. The intra- and inter- group differences were performed using t-test where testing occasion (T1, T2) was considered as a dependent variable, and group (G1, G2) – as an independent variable. The percent analysis was used in evaluating the performance of motor skills development tasks. Over the six month course significant and greater improvements were observed in running and object catching skills in children who had PE educator classes comparing to those who had PE classes of a general educator (p<0.05). A tendency of significant changes to be achieved in the skills such as kicking and throwing an object was also observed in G2 (p=0.06-0.07). We may conclude that the impact of an educator, specialized in PE, for improvement of locomotive and non-locomotive motor skills development of children is greater than that of a general educator of kindergarten kids. Keywords: pre-school children, Physical Education, locomotive skills, non-locomotive skills, TGMD2
摘要本研究旨在探讨5-6岁儿童运动技能发展与教师资格的关系。参与者为幼儿园学前班的16名男孩和14名女孩。在研究期间,两名教师(均为50岁以上的女性)教授他们通常的体育课程(每周两次,每次45分钟)。第一组教师(G1;N =15)具有通识教育者的资格,并在她的小组中进行其他教育活动和职责。第二组教师(G2;n=15)是一位体育专家,只给孩子们上体育课。运动技能发展在基线(T1)和六个月后(T2)重复进行测试。采用大肌肉运动发展量表(TGMD2)对儿童的运动技能发展进行调查。这些测试是用数码相机拍摄的,以便以后进行评估分析。所有测试和评估程序均由同一运动专家执行。组内和组间差异采用t检验,其中检验场合(T1, T2)被认为是因变量,组(G1, G2)作为自变量。百分比分析用于评估运动技能发展任务的表现。在6个月的课程中,与上普通教育者体育课的孩子相比,上体育课的孩子在跑步和物体捕捉技能上有了显著的提高(p<0.05)。在G2中也观察到在踢腿和投掷物体等技能方面有显著变化的趋势(p=0.06-0.07)。我们可以得出结论,体育专业教育工作者对儿童机车和非机车运动技能发展的促进作用大于幼儿园普通教育工作者。关键词:学前儿童,体育,机车技能,非机车技能,TGMD2
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