为期 9 周的课程对农村学童基本运动技能的积极影响

Mere Idamokoro, A. Pienaar, Barry Gerber, Maria M van Gent
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摘要

背景:目的:研究为期 9 周的运动计划对学龄儿童基本运动技能(FMS)的直接和持续影响:环境:东开普省雷蒙德-姆拉巴市 7 至 8 岁的学龄儿童:方法:采用两组、前-后-再测试的研究设计。在测试前、测试后和 6 个月后的复测中,使用第三版粗大运动发展测试(TGMD-3)对基本运动技能(FMS)熟练程度进行评估。93 名学童(干预组 [IG] = 57 人)和(对照组 = 36 人)参加了研究,他们的平均年龄为 7.12 岁(± 0.71)。干预组每周两次,每次 30 分钟,在上课时间进行。统计分析包括方差分析类型的分层线性模型(HLM)(混合模型)程序,以检验干预效果,并将学校、时间、性别和组别作为协变量。计算了科恩效应大小,以评估变化的实际意义:结果:在运动能力(p 0.05;第 1.7 期,p 0.05;第 2.0 期)、球类技能(p 0.05;第 0.7 期,p 0.05;第 1.5 期)和 IG 的粗大运动指数(GMI)(p 0.05;第 1.0 期,p 0.05;第 2.0 期)方面发现了立竿见影的持续效果:结论:短期的 FMS 干预能明显改善农村地区学龄儿童的运动能力、球技和 GMI:我们鼓励采取此类干预措施,以改善学龄儿童(尤其是农村学龄儿童)的 FMS 发展,因为这可以增强这些儿童未来发展所需的基石。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Positive effects of a 9-week programme on fundamental movement skills of rural school children
Background: Motor development of many children in rural areas of South Africa is compromised because of various socio-economic factors, hence, the need to address these developmental needs.Aim: To examine the immediate and sustainable effects of a 9-week movement programme on fundamental movement skills (FMS) of school children.Setting: Seven to eight years old school children in Raymond Mhlaba Municipality, Eastern Cape province.Methods: A two-group, pre-post-re-test research design was used. Fundamental movement skills (FMS) proficiency was assessed using the Test of Gross Motor Development-Third Edition (TGMD-3) at pre-test, post-test and re-test after 6 months. Ninety-three school children (intervention group [IG] = 57) and (control group = 36), with a mean age of 7.12 (± 0.71) participated in the study. The twice-a-week FMS programme of 30 min was conducted during school hours. Statistical analysis included an ANOVA type of hierarchical linear model (HLM) (mixed models) procedure to test for intervention effects with school, time, sex and group as covariants. Cohen’s effect size was calculated to assess the practical significance of changes.Results: Immediate and sustainable effects were found on locomotor (p  0.05; d 1.7, p  0.05; d 2.0), ball skills (p  0.05; d 0.7, p  0.05; d 1.5) and the gross motor index (GMI) of the IG (p  0.05; d 1.0, p  0.05; d 2.0).Conclusions: A short-duration FMS intervention significantly improve locomotor, ball skills, and GMI of school children in rural areas.Contributions: Interventions of this nature are encouraged to improve the FMS development of school children, especially in rural areas, as it can enhance the building blocks required in the future development of these children.
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