Beatrix Algurén, Yiling Tang, Chelsea Pelletier, Patti-Jean Naylor, Guy Faulkner
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Motor competence was assessed using the PLAYfun tool including overall MC score and five FMS category scores, namely, running, locomotor skills, upper and lower body control and balance skills. By means of structural equation modeling (SEM), direct associationswith MC and with the specific FMS categories addressing physical activity behavior, self-perceived physical literacy, parenting, and school ground design were investigated.</p><p><strong>Results: </strong>A total of 355 children with a mean age of 7.5 years and 111.1 min of MVPA per day participated. The group comprised 51% boys and 47% girls from 14 elementary schools. Most children were at an emerging MC-level (71%), while those at a competent MC-level exhibited significantly more daily minutes of MVPA (123 versus 109, p = 0.001). Additionally, they played outdoors more frequently and engaged in more instructor-led PA. The results revealed that logistical support from parents had not only a direct positive association with overall MC, both for girls and boys, but also with most of the FMS categories. However, the correlates of MC varied between genders and showed different patterns across the five FMS categories. While time spent in sports or coach-/instructor-led physical activities had a significant SEM generated direct effect only for boys' MC and for locomotor, upper body object control and balance, the aesthetic design of the school grounds was only associated with girls' MC and those same three FMS categories. Multivariate SEM could explain 26% of variance for girls' MC and 30% for boys'.</p><p><strong>Conclusions: </strong>This exploratory baseline assessment revealed parental logistical support as an important correlate of MC, irrespective of gender. There were distinct gender patterns across biopsychosocial-ecological correlates influencing MC and FMS. 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Thus, the aim of the present study was to investigate correlates of children's MC and their fundamental movement skills (FMS) within their daily life from a comprehensive biopsychosocial-ecological perspective.</p><p><strong>Methods: </strong>This is a cross-sectional sub-study of the 'Physical Literacy for Communities (PL4C)' WAVES cohort study conducted in the West Vancouver School District, Canada. Motor competence was assessed using the PLAYfun tool including overall MC score and five FMS category scores, namely, running, locomotor skills, upper and lower body control and balance skills. By means of structural equation modeling (SEM), direct associationswith MC and with the specific FMS categories addressing physical activity behavior, self-perceived physical literacy, parenting, and school ground design were investigated.</p><p><strong>Results: </strong>A total of 355 children with a mean age of 7.5 years and 111.1 min of MVPA per day participated. 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引用次数: 0
摘要
背景:鉴于运动能力(MC)对健康发展的重要意义以及作为终身体育活动(PA)的基石,了解与运动能力相关的多方面因素至关重要。因此,本研究旨在从生物-心理-社会-生态的综合视角,调查儿童运动能力及其日常生活中的基本运动技能(FMS)的相关因素:本研究是在加拿大西温哥华学区开展的 "社区体育素养(PL4C)"WAVES 队列研究的一项横断面子研究。运动能力采用 PLAYfun 工具进行评估,包括 MC 总分和五个 FMS 类别得分,即跑步、运动技能、上下肢控制和平衡技能。通过结构方程建模(SEM),研究了MC与FMS中涉及体育活动行为、自我感觉体育素养、父母教育和学校地面设计的具体类别之间的直接联系:共有 355 名平均年龄为 7.5 岁、每天进行 111.1 分钟 MVPA 的儿童参与了研究。其中 51% 为男孩,47% 为女孩,来自 14 所小学。大多数儿童处于新兴 MC 水平(71%),而处于胜任 MC 水平的儿童每天 MVPA 分钟数显著增加(123 对 109,p = 0.001)。此外,他们还更经常地进行户外活动,并参与了更多由教师指导的体育锻炼。研究结果表明,父母的后勤支持不仅与女孩和男孩的总体 MC 有直接的正相关关系,而且与大多数 FMS 类别也有直接的正相关关系。然而,MC 的相关因素因性别而异,在五个 FMS 类别中也呈现出不同的模式。参加体育运动或教练/教师指导的体育活动的时间只对男生的运动能力以及运动能力、上半身物体控制能力和平衡能力有显著的 SEM 直接影响,而校园的美学设计只与女生的运动能力以及这三个 FMS 类别有关。多变量 SEM 可以解释 26% 的女生 MC 变异和 30% 的男生 MC 变异:这项探索性基线评估显示,无论性别如何,父母的后勤支持都是与管委会相关的重要因素。在影响 MC 和 FMS 的生物-心理-社会-生态相关因素中,存在明显的性别模式。尽管结果存在差异,但我们的研究结果表明,学校的地面设计在支持儿童(尤其是女童)MC 的发展方面具有潜在的作用。
Biopsychosocial and Environmental Correlates of Children's Motor Competence: An Exploratory Study.
Background: Given the significance of motor competence (MC) for healthy development and as a cornerstone for lifelong physical activity (PA), it is crucial to understand the manifold factors that are associated with MC. Thus, the aim of the present study was to investigate correlates of children's MC and their fundamental movement skills (FMS) within their daily life from a comprehensive biopsychosocial-ecological perspective.
Methods: This is a cross-sectional sub-study of the 'Physical Literacy for Communities (PL4C)' WAVES cohort study conducted in the West Vancouver School District, Canada. Motor competence was assessed using the PLAYfun tool including overall MC score and five FMS category scores, namely, running, locomotor skills, upper and lower body control and balance skills. By means of structural equation modeling (SEM), direct associationswith MC and with the specific FMS categories addressing physical activity behavior, self-perceived physical literacy, parenting, and school ground design were investigated.
Results: A total of 355 children with a mean age of 7.5 years and 111.1 min of MVPA per day participated. The group comprised 51% boys and 47% girls from 14 elementary schools. Most children were at an emerging MC-level (71%), while those at a competent MC-level exhibited significantly more daily minutes of MVPA (123 versus 109, p = 0.001). Additionally, they played outdoors more frequently and engaged in more instructor-led PA. The results revealed that logistical support from parents had not only a direct positive association with overall MC, both for girls and boys, but also with most of the FMS categories. However, the correlates of MC varied between genders and showed different patterns across the five FMS categories. While time spent in sports or coach-/instructor-led physical activities had a significant SEM generated direct effect only for boys' MC and for locomotor, upper body object control and balance, the aesthetic design of the school grounds was only associated with girls' MC and those same three FMS categories. Multivariate SEM could explain 26% of variance for girls' MC and 30% for boys'.
Conclusions: This exploratory baseline assessment revealed parental logistical support as an important correlate of MC, irrespective of gender. There were distinct gender patterns across biopsychosocial-ecological correlates influencing MC and FMS. Despite the heterogeneity of the results, our findings indicate a potential role of school ground design in supporting the development of children's MC, especially for girls.