Observed teacher–child interaction quality as a predictor of motor competence in preschoolers: A sex-differentiated analysis

IF 1.9 3区心理学 Q4 NEUROSCIENCES

Human Movement Science Pub Date : 2026-06-01 Epub Date: 2026-06-02 DOI:10.1016/j.humov.2026.103490

Elena A. Chichinina , Daria A. Bukhalenkova , Olga V. Almazova , Nemanja Lakicevic , Irina U. Surilova

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引用次数: 0

Abstract

Background

Motor competence in early childhood enables children to engage in physical activity which further benefits academic and social outcomes. While the quality of teacher-child interactions is well established as a determinant of cognitive and social development, its specific association with motor competence remains underexplored.

Objective

This study examined the association between observed teacher-child interaction quality assessed via Classroom Assessment Scoring System (CLASS) and motor competence in 5–6-year-old children, with particular attention to sex-specific patterns in the Russian kindergarten context.

Methods

A cross-sectional design was employed involving 202 children (94 girls, 108 boys) from 19 penultimate kindergarten groups. Teacher–child interaction quality was assessed using the CLASS observational framework. Children's motor competence was evaluated using the Movement Assessment Battery for Children–Second Edition (MABC-2) and a standing broad jump test. Linear regression analyses were conducted separately for boys and girls, controlling for relevant covariates.

Results

Among boys, higher Instructional Learning Formats was positively associated with locomotor skill. For girls, Language Modeling was positively associated with object control skills.

Conclusion

Teacher–child interaction is associated with motor competence in preschool children. These findings underscore the importance of pedagogical strategies that emphasize engaging instructional formats and rich language input as potential pathways to support motor competence development in early childhood education.

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观察到的师生互动质量作为学龄前儿童运动能力的预测因子：一项性别差异分析。

背景：儿童早期的运动能力使儿童能够参与体育活动，从而进一步促进学业和社会成果。虽然师生互动的质量是认知和社会发展的决定因素，但其与运动能力的具体联系仍未得到充分探讨。目的：本研究考察了通过课堂评估评分系统（CLASS）评估的5-6岁儿童的师生互动质量与运动能力之间的关系，并特别关注了俄罗斯幼儿园背景下的性别差异模式。方法：采用横断面设计，对19个倒数第二幼儿园组202名儿童（94名女孩，108名男孩）进行调查。使用CLASS观察框架评估师生互动质量。采用《儿童运动能力评估手册-第二版》（MABC-2）和立定跳远测验对儿童的运动能力进行评估。男生和女生分别进行线性回归分析，控制相关协变量。结果：在男生中，高等教学形式与运动技能呈正相关。对于女孩来说，语言建模与物体控制技能呈正相关。结论：师生互动与学龄前儿童运动能力相关。这些研究结果强调了教学策略的重要性，即强调引人入胜的教学形式和丰富的语言输入是支持幼儿教育中运动能力发展的潜在途径。

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

Human Movement Science 医学-神经科学

CiteScore

3.80

自引率

4.80%

发文量

审稿时长

42 days

期刊介绍： Human Movement Science provides a medium for publishing disciplinary and multidisciplinary studies on human movement. It brings together psychological, biomechanical and neurophysiological research on the control, organization and learning of human movement, including the perceptual support of movement. The overarching goal of the journal is to publish articles that help advance theoretical understanding of the control and organization of human movement, as well as changes therein as a function of development, learning and rehabilitation. The nature of the research reported may vary from fundamental theoretical or empirical studies to more applied studies in the fields of, for example, sport, dance and rehabilitation with the proviso that all studies have a distinct theoretical bearing. Also, reviews and meta-studies advancing the understanding of human movement are welcome. These aims and scope imply that purely descriptive studies are not acceptable, while methodological articles are only acceptable if the methodology in question opens up new vistas in understanding the control and organization of human movement. The same holds for articles on exercise physiology, which in general are not supported, unless they speak to the control and organization of human movement. In general, it is required that the theoretical message of articles published in Human Movement Science is, to a certain extent, innovative and not dismissible as just "more of the same."