学童运动行为能力的进一步发展:标准化版本与评分系统

F. S. Flôres, L. Rodrigues, R. Cordovil
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引用次数: 0

摘要

绘制和评估学童参加的常规情境对理解运动行为非常重要。本通讯旨在介绍最近提交给科学和教育界的学童运动行为能力(AMBS)的评分系统和标准化。开发AMBS是为了评估儿童的相互依存系统,如家庭、学校和体育活动,这些系统可以影响6至10岁儿童的运动发育、运动学习和运动能力。调查问卷由377个巴西家庭完成。三个子量表(家庭、材料和学校)的原始分数被转换成标准分数,从非常低到非常高。AMBS亚量表分为非常低(第1四分位数)、低(第2四分位数)、良好(第3四分位数)和非常好(第4四分位数)。AMBS总原始分数是三个子量表标准分数的总和,可以分为从低到高的三个类别。因此,AMBS总分分为低(第1分)、平均(第2分)和高(第3分)。我们期望AMBS的原始和标准分数可以被研究人员、家长和临床/教育专业人员用来评估儿童运动行为的能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Further development of the Affordances for Motor Behavior of Schoolchildren: standardized version and scoring system
Mapping and evaluating regular contexts that schoolchildren attend is of great importance to understanding motor behavior. This communication aims to present the scoring system and standardization of the Affordances for Motor Behavior of Schoolchildren (AMBS), recently presented to the scientific and educational community. The AMBS was developed to assess children’s interdependent systems, such as home, school, and sports activities, that can influence 6 to 10-year-olds’ motor development, motor learning, and motor competence. The questionnaire was completed by 377 Brazilian families. Raw scores of each of the three subscales (home, materials, and school) were transformed into standard scores, ranging from very low to very high. AMBS subscales were classified as very low (1st quartile), low (2nd quartile), good (3rd quartile), and very good (4th quartile). The AMBS total raw score is a result of the sum of the three subscales standard scores and can be classified into three categories, ranging from a low to a high AMBS. Thus, AMBS total scores were classified as low (1st tercile), average (2nd tercile), and high (3rd tercile). We expect that raw and standard scores of the AMBS can be used by researchers, parents, and clinical/education professionals to assess children’s affordances for motor behavior.
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