Effects of plyometric-based structured game active breaks on fundamental movement skills, muscular fitness, self-perception, and actual behaviour in primary school students.

IF 4.2 2区 医学 Q1 SPORT SCIENCES
Biology of Sport Pub Date : 2024-07-01 Epub Date: 2023-12-21 DOI:10.5114/biolsport.2024.132991
Andrew Sortwell, Kate O'Brien, Aron Murphy, Rodrigo Ramirez-Campillo, Benjamin Piggott, Gregory Hine, Michael Newton
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Abstract

This study examined the effects of plyometric-based structured game active breaks on fundamental movement skills (FMS), muscular fitness, student self-perception, and teacher's rating of actual behaviour in Grade 3 and 4 students. Primary school children aged 8-10 years old, from four classes, were cluster-randomly assigned to an intervention group (IG) (n = 54) or a control group (CG) (n = 48). The IG participated in structured plyometric-based game active breaks for 7-10 minutes daily, for six consecutive weeks. The CG resumed their regular daily school routine. FMS were assessed with the Canadian Agility Movement Skills Assessment test, and muscular fitness with the standing long jump (SLJ), countermovement jump (CMJ), and seated medicine ball chest throw tests. The Self-Perception Profile for Children and the Teacher's Rating Scale of Child's Actual Behaviour assessed student self-perception and teacher's perception of student actual behaviour, respectively. A significant (p < 0.01) interaction group by time was observed, with greater improvements in the IG compared to the CG in FMS (%diff = 13.11, ƞp2 = 0.12), SLJ (%diff = 6.67, ƞp2 = 0.02), seated medicine ball chest throw (%diff = 4.69, ƞp2 = 0.08), student social self-perception (%diff = 9.31, ƞp2 = 0.10), student scholastic self-perception (%diff = 7.27, ƞp2 = 0.10), and teacher perception of student social competence (%diff = 8.31, ƞp2 = 0.05). No difference (p > 0.05) was found in other variables. Integrating plyometric-based structured game active breaks into primary school settings evidenced improvement in FMS, muscular fitness, student self-perception, and teacher's rating of student actual behaviour.

以负重为基础的结构化游戏积极休息对小学生基本运动技能、肌肉健康、自我认知和实际行为的影响。
本研究考察了基于负重结构游戏的积极休息对三、四年级学生基本运动技能(FMS)、肌肉健康、学生自我认知以及教师对实际行为的评价的影响。来自四个班级的 8-10 岁小学生被分组随机分配到干预组(IG)(54 人)或对照组(CG)(48 人)。干预组连续六周每天参加 7-10 分钟有组织的负重游戏活动。对照组则恢复正常的日常学习生活。通过加拿大敏捷运动技能评估测试对 FMS 进行评估,通过立定跳远 (SLJ)、反向运动跳远 (CMJ) 和坐姿药球胸投测试对肌肉体能进行评估。儿童自我认知档案和教师对儿童实际行为的评定量表分别评估了学生的自我认知和教师对学生实际行为的认知。与 CG 相比,IG 在 FMS(%diff = 13.11,ƞp2 = 0.12)、SLJ(%diff = 6.67,ƞp2 = 0.02)、坐姿药球胸前投掷(%diff = 4.69,ƞp2 = 0.08)、学生社交自我感知(%diff = 9.31,ƞp2 = 0.10)、学生学习自我感知(%diff = 7.27,ƞp2 = 0.10)和教师对学生社交能力的感知(%diff = 8.31,ƞp2 = 0.05)。其他变量无差异(p > 0.05)。将以负重为基础的结构化游戏式课间休息融入小学环境中,证明了FMS、肌肉健康、学生自我认知和教师对学生实际行为的评价都有所改善。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Biology of Sport
Biology of Sport 生物-运动科学
CiteScore
8.20
自引率
12.50%
发文量
113
审稿时长
>12 weeks
期刊介绍: Biology of Sport is the official journal of the Institute of Sport in Warsaw, Poland, published since 1984. Biology of Sport is an international scientific peer-reviewed journal, published quarterly in both paper and electronic format. The journal publishes articles concerning basic and applied sciences in sport: sports and exercise physiology, sports immunology and medicine, sports genetics, training and testing, pharmacology, as well as in other biological aspects related to sport. Priority is given to inter-disciplinary papers.
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