Effectiveness of motor skill intervention varies based on implementation strategy

Background: Young children from disadvantaged settings often present delays in fundamental motor skills (FMS). Young children can improve their FMS delays through developmentally appropriate motor skill intervention programming. However, it is unclear which pedagogical strategy is most effective for novice and expert instructors.

Purpose: The purpose of this study was to examine the effects of a motor skill intervention delivered by expert and novice teachers via direct or indirect pedagogical strategy on the object control and locomotor skills of young children.

Participants and setting: Participants included children (N?=?109) aged 40–67 months (M_age?=?54 months, SD?=?7 months) enrolled in an early years center for children who are socioeconomically disadvantaged in the United States.

Data collection: Children participated in one of five instructional conditions (expert-led direct, expert-led indirect, novice-led direct, novice-led indirect, and control). Expert and preservice physical education teachers implemented the Successful Kinesthetic Instruction for Preschoolers (SKIP) motor skill program twice weekly for 6 weeks (360?min of instruction). Children in all experimental conditions (n?=?69) received ‘business as usual’ free play on nonintervention days. Children in the control condition (n?=?40) received the ‘business as usual’ free play 5 days weekly throughout the entirety of the intervention. Children completed the Test of Gross Motor Development-2 during the pretest and the posttest.

Data analysis: For object control and locomotor skills, we conducted two, separate, one-way ANOVAs at the pretest to determine condition differences. We then calculated two separate, five conditions × two times repeated-measures ANOVAs to determine the effects of SKIP on both object control and locomotor skills. Tukey post hoc analyses confirmed posttest differences among the conditions.

Findings: There were no significant differences among conditions at the pretest (locomotor, p?=?.347–.969; object control, p?=?.143–.918). For object control skills, there were significant main effects for time (F[1, 104]?=?83.92, p?.001, η²?=?.45) and condition (F[4, 104]?=?6.39, p?<?.001, η²?=?.20) as well as a significant time by condition interaction (F[4, 104]?=?22.36, p?<?.001, η²?=?.45). For locomotor skills, there was a significant main effect for time (F[1, 104]?=?41.25, p?<?.001, η²?=?.28) but not for condition (F[4, 104]?=?2.20 p?<?.074, η²?=?.08). There was a significant time by condition interaction (F[1, 104]?=?18.68, p?<?.001, η²?=?.42). Experts, regardless of strategy, showed significantly greater improvements (p?<?.001) than novice and control conditions for locomotor skills. For object control skills, experts (all conditions) and novice-direct demonstrated significantly (p?<?.001) greater gains than the control and novice-indirect conditions.

Conclusion: Young children from disadvantaged settings demonstrated developmental delays with FMS. Motor skill intervention was effective with remediating their delays. Novice teachers with limited physical education experience should begin teaching object control skills via direct instruction. Experts can choose either direct or indirect instructional strategies. Future research should investigate the implications of scaffolding locomotor skills and indirect pedagogical strategies for novice teachers.     

约束模型视角下幼儿基本动作技能发展的教学干预研究--以山东省潍坊市一农村幼儿园学前儿童为例

目的:初步探索农村地区学前儿童基本动作发展情况,以Newell的约束模型(constraints model)为理论基础,为学前儿童设计发展适宜性的身体活动,并检验为期8周的体育教学活动对幼儿基本动作发展的影响。方法:以山东省潍坊市某农村幼儿园学前儿童(n=109)为研究对象,以班为单位随机分配到实验组(n=54)和对照组(n=55)。实验组儿童参与为期8周的动作技能发展课程,对照组儿童参与幼儿园正常的教学活动。课程开始前和结束后一周内,采用TGMD-2对受试儿童进行测试。结果:1)研究中农村儿童的移动技能和物体控制技能的基线均显著低于TGMD-2的常模。2)经8周基本动作教学,实验组的后测GMQ显著高于对照组(P<0.001),对照组的GMQ在实验前后没有显著差异(P=0.087)。3)性别对教学干预无显著影响(P=0.703);实验组的后测移动技能和物体控制技能得分均显著高于对照组的后测成绩(P<0.001)。结论:研究中农村幼儿的基本动作发展相对滞后,物体控制技能发展水平低下是主要来源;为期8周的基本动作教学活动能够有效地促进农村学前儿童基本动作技能的发展。     

Recreational activities and motor skills of children in kindergarten

Background: Developmental theorists suggest that physical activity during early childhood promotes fundamental motor skill (FMS) proficiency; and that differences in FMS proficiency are largely related to children's experiences.

Aim: To examine associations between participation in different types of recreation/leisure and FMS proficiency of boys and girls in their first year of school. We hypothesized that there would be positive associations between FMS proficiency and participation in organized sport, physical activities, and active physical recreation; but not for other types of recreation/leisure.

Method: Participants (n?=?74) were kindergarten children (Mage?=?5y11?m; boys?=?55%). Parents completed the diversity dimension of the Children's Assessment of Participation and Enjoyment (CAPE) survey. The CAPE measures children's participation in everyday activities outside of mandated school activities in the past four months in five types of formal and informal activities, specifically: Recreational activities, Physical activities, Social activities, Skill-Based activities, and Self-Improvement activities. Two categories of activities were also reported: Organized Sport and Active Physical Recreation. Locomotor and object control skills were assessed using the Test of Gross Motor Development-2 and static balance was assessed using a stork stand. Sex-based differences in motor skills and participation were examined using chi-squared analyses. Correlation coefficients were used to examine relationships between motor skills and CAPE sub-domains and categories. Linear regression was used to examine whether the type of activity predicted motor skill proficiency and the reverse.

Results: There were no sex-based differences in locomotor skills; whereas boys' object control skill scores were significantly higher than girls, and girls' stork stand scores were higher than boys'. Although there were no sex-based differences in the more active categories of recreational pastimes; girls participated in significantly more formal and informal dance and the prevalence of participation in team sports was significantly higher for boys. For boys, participation in physical activities predicted both locomotor and object control skill scores, organized sport predicted object control skills, and active recreation predicted stork stand times and object control skill scores. These relationships were not evident among the girls.

Conclusions: These findings illustrate that young children participate in a narrower array of physically active recreational pursuits compared with less active pursuits. There were notable sex-based differences in the relationships between participation and motor skill proficiency. For girls, none of the associations between recreational pastimes and motor skill proficiency were significant. This suggests that the motor proficiency of girls, as assessed in this study, is neither a precursor to, nor an outcome of, participation in active recreational pastimes. Contrastingly, the findings for boys support theory that suggests that physical activity is driving the acquisition of particular types of motor skills. Less active recreational activities were not associated with motor skill levels of boys, whereas each of the more active categories of recreational pastimes (active recreation, physical activities, and organized sport) predicted at least one sub-type of motor skill. It also seems clear from our findings that more light needs to be shed on how to optimally portray young girls' motor skill proficiency; as well as the relationships between their participation and motor skills.     

Mastery and exercise play interventions: motor skill development and verbal recall of children with and without disabilities

Background: Fundamental motor skill proficiency is essential for engagement in sports and physical play and in the development of a healthy lifestyle. Children with motor delays (with and without disabilities) lack the motor skills necessary to participate in games and physical activity, and tend to spend more time as onlookers than do their peers. As such, intervention programs are crucial in promoting motor skill development of children with motor delays. While mastery climate (MC) interventions have shown to positively impact children’s motor performance, what is unknown is the impact of cognitive strategies used by children within these climates. Furthermore, although vigorous play seems to be related to the development of gross motor skills, it is still unknown if children with and without disabilities would benefit from exercise play (EP) interventions.

Purpose: This study examined the effects of MC and EP interventions on the motor skill development and verbal recall (VR) of children with motor delays. The sample included children with and without disabilities.

Research designs: One hundred and thirty-eight children from 27 urban public schools were referred to the present study. Children were assessed using the Test of Gross Motor Development second edition (TGMD-2) and a VR checklist. Sixty-four children (18 with disabilities and 46 without) met the inclusion criteria, which was a score less than the fifth percentile on the TGMD-2. Participants were randomly assigned to the MC or EP 14-week interventions emphasizing gross motor skill practice.

Data collection and analysis: Children were assessed at pre- and post-intervention. A 2 (groups)?×?2 (disability) × 2 (time) analyses of variance with repeated measures on the last factor was conducted. Change scores, t-test comparisons on the delta scores and Cohen’s D were also calculated.

Results: The MC group demonstrated significant and positive changes over the intervention period. Further, the MC group showed superior locomotor and object control performance and higher recall of verbal cues (p?≤?.05) at post-intervention compared to the EP group. Children with and without disabilities within the MC showed similar patterns of improvement. The EP intervention did not demonstrate significant improvements.

Conclusion: Children with and without disabilities showed improvements in motor skills and VR when exposed to an MC, incorporating the six TARGET structures. These structures included (a) providing feedback and encouragement, providing opportunities for decision-making and establishing personal goals, (b) including parents in the recognition of children’s achievements, (c) creating opportunities to experience leadership and self-pacing, (d) guiding children to use verbal cues and modeling when practicing gross motor skills, and (e) providing demonstrations and teaching children to self-monitor their performance. Instruction is therefore seen as critical to learning gross motor skills, as demonstrated from the findings. Although there were opportunities for vigorous play within the EP intervention, the children did not show improvements in motor performance or VR. These findings suggest that new trends in teacher education physical education to prioritize physical activity over good motor skill instruction may not be advantageous for children in the early years, and should be reconsidered.     

Improvements in fundamental movement skill competency mediate the effect of the SCORES intervention on physical activity and cardiorespiratory fitness in children

Numerous studies have identified a positive association between fundamental movement skill (FMS) competency and physical activity in children; however, the causal pathways have not been established. The aim of this study is to determine if changes in FMS competency mediated the effect of the Supporting Children’s Outcomes using Rewards, Exercise and Skills (SCORES) intervention on physical activity and cardiorespiratory fitness in children. Eight primary schools (25 classes) and 460 children (aged 8.5 ± 0.6, 54% girls) were randomised to the SCORES intervention or control group for the 12-month study. The outcomes were accelerometer-determined moderate-to-vigorous physical activity (MVPA) and cardiorespiratory fitness. The hypothesised mediators were actual FMS competency and perceived sport competence. Mediation analyses were conducted using multilevel linear analysis in MPlus. From the original sample, 138 (30.0%) and 370 (80.4%) children provided useable physical activity and cardiorespiratory fitness data at post-test assessments. There were significant treatment effects for locomotor skills and overall FMSs. Changes in MVPA were associated with changes in object-control skills, overall FMSs and perceived competence. The overall FMSs had a significant mediating effect on MVPA (AB = 2.09, CI = 0.01–4.55). Overall FMSs (AB = 1.19, CI = 0.002–2.79) and locomotor skills (AB = 0.74, CI = 0.01–1.69) had a significant mediating effect on cardiorespiratory fitness. The results of this study conclude that actual but not perceived movement skill competency mediated the effect of the SCORES intervention on physical activity and cardiorespiratory fitness.     

Who SKIPS? Using Temperament to Explain Differential Outcomes of a Motor Competence Intervention for Preschoolers

Purpose: Although motor skill interventions often improve fundamental motor skills (FMS) during preschool, the extent of individual children’s success in development of FMS still varies among children receiving the same intervention. Temperament is multifaceted and includes negative affect (high levels of frustration or anger), effortful control (focus, self-regulation, and concentration), and surgency (energy and activity level). Temperament often influences cognitive, social, and behavioral outcomes and may be a significant factor in the development of FMS. The purpose of this study was to examine the influence of temperament on children’s improvement in FMS within a gross motor intervention. Method: Participants (N = 80; M_age = 55.36 months, SD = 6.99 months) completed the Test of Gross Motor Development-Second Edition prior to and after intervention. Teachers completed the Child Behavior Questionnaire-Very Short Form to examine each child’s temperament. To account for possibility of a Type 1 error, we conducted 6 separate 2 (temperament variable: high, low) × 2 (treatment: intervention, control) analyses of covariance and examined posttest scores for locomotor and object-control skills with pretest scores as covariates among participants with high and low surgency, negative affect, and effortful control. Results: Results revealed children with low levels of negative affect and surgency and high levels of effortful control demonstrated greater gains (η_p² = .05–.34) in both locomotor and object-control skills during motor skill intervention compared with their peers. Conclusion: Providing interventions tailored to temperamental profiles could maximize gains in FMS through intervention.     

Associations between fundamental movement skill competence,physical activity and psycho-social determinants in Hong Kong Chinese children

Associations between fundamental movement skills (FMS), perceived competence, enjoyment and physical activity (PA) have not been widely investigated among Chinese school children. We hypothesised that FMS would be directly related to self-reported and objectively measured PA, and indirectly related to these outcomes via perceived physical and movement skill competence, and enjoyment. Participants were 763 primary school children (age = 9.3 ± 1.7 years; 474 girls) across grades. FMS were measured for a subsample (n = 603) using Test of Gross Motor Development-2. PA using accelerometers was obtained from this subgroup (n = 238). All participating children completed a questionnaire measuring their PA participation, enjoyment, and perceived physical and movement skill competence. Structural equation modelling revealed positive associations between locomotor skills and perceived movement skill competence (β = .11, 95% CI [.001, .22]), and between perceived movement skill competence and objectively measured PA (β = .59, 95% CI [.04, 1.14]). Perceived physical competence and enjoyment mediated the association between locomotor skills and self-reported PA (β = .08, 95% CI [.02, .12]), but not objectively measured PA. Given inconsistent findings for subjective and objective measures of PA, further mediation analyses of the association between FMS and PA may be warranted.     

Fundamental motor skills: A systematic review of terminology

The three aims of this systematic review are to describe: (1) use of the term fundamental motor/movement skills (FMS) in published articles; (2) the quality of definitions; and (3) relative use of process- and product- oriented assessments to measure FMS. The inclusion criteria included: (a) peer-reviewed article, (b) printed in English, (c) published between January 2000 and 31 December 2015, (d) presence of either the term “fundamental motor or movement skill” in the title and/or abstract, and (e) FMS were a measured outcome. There has been an increase in the number of publications on FMS in recent years, with the majority of studies conducted in Australia (n = 41, 33%). Approximately 24% of studies (n = 30) did not provide any explicit definition of FMS. A majority of studies reported the use of process-oriented measures (n = 98, 79%) compared to product-oriented measures (n = 23, 19%), and few studies used both (n = 6, 5%). We recommend that researchers provide: (1) an operational definition of FMS that states FMS are the “building blocks” (or similar terminology) of more advanced, complex movements; (2) specific categories of skills that compose FMS; and (3) at least one specific example of a FMS.     

Changes in Fundamental Motor-Skill Performance Following a Nine-Month Mastery Motivational Climate Intervention

ABSTRACT

Purpose: Children who do not learn their fundamental motor skills (FMS) are more likely to be unskilled, sedentary adults. By consequence, it behooves those teaching physical education to put in place mechanisms that promote as well as motivate children to master their FMS. One approach to achieving this goal is through the adoption of mastery motivational climates (MMC) in physical education. The purpose of this study was to determine the effects of a year-long (9-month) MMC physical education program on preschool children’s FMS learning. Method: Participants (N = 96, MMC = 58, Comparison = 38) completed the Test of Gross Motor Development-Third Edition prior to and after intervention. Intact classrooms were randomly assigned to either a MMC or comparison group. A repeated measures nested MANOVA was used to test changes by group. Follow-up measurements included univariate repeated measures and simple effects analyses. Results: There were no significant multivariate differences based on class membership (p = .249), indicating the nested structure was not associated with any meaningful differences in test scores. There was a significant multivariate difference based on the interaction of time (pre- versus post-test) and group (p < .001). Both locomotor and ball skills significantly varied between groups and across time. Children in both groups improved from pre-test to post-test, but the rate of improvement was significantly greater for the MMC group. Conclusions: A year-long MMC intervention is beneficial for improving children’s FMS.     

Moving Well-Being Well: Investigating the maturation of fundamental movement skill proficiency across sex in Irish children aged five to twelve

ABSTRACT

Fundamental movement skills (FMS) are the basic building blocks of more advanced, complex movements required to participate in physical activity. This study examined FMS proficiency across the full range of Irish primary school children (n = 2098, 47% girls, age range 5–12 years). Participants were assessed using the Test of Gross Motor Development, 3rd edition (TGMD-3), Victorian Fundamental Movement skills manual, and the balance subtest from the Bruininks-Oseretsky Test of Motor Proficiency 2 (BOT-2). Independent sample t-tests and a one way between groups ANOVA with planned comparisons were used analyse sex and age differences. Mastery or near mastery of skills ranged from 16% for overhand throw, to 75.3% for run. Girls scored significantly higher than boys in the locomotor and balance subtests with the boys outperforming the girls in object control skills. Improvements in ability can be seen over time (F(8,1968) = 70.18, p < 0.001), with significant increases in FMS proficiency seen up to the age of 10, after which proficiency begins to decline. The findings demonstrate the low levels of FMS proficiency amongst Irish primary school children, the differences between sex that exist, and highlights the need for more programmes that focus on developing these FMS at an early age.     

Does fundamental movement skill proficiency vary by sex,class group or weight status? Evidence from an Irish primary school setting

This study examined fundamental movement skill (FMS) proficiency among male (N = 216) and female (N = 198) Irish primary school pupils from Year 2 to Year 7 (9.0 ± 1.7 years). Following anthropometric measurements, participants were video-recorded performing 15 FMS and scored using the TGMD-3, Victorian Fundamental Movement skills Manual and the Get skilled: Get active guidelines. Percentage mastery ranged between 1.4% (gallop) and 35.7% (slide). A two-way ANOVA evaluated the effect of sex (male/female) and class group (Year 2/3/4/5/6/7) on individual skills, locomotor subtest, object-control subtest and total TGMD-3 (GMQ) scores. No significant sex ×class interaction effects were found. Large effect sizes were reported for male superiority in object-control subtest (η_p² = 0.26) and GMQ (η_p² = 0.16) scores (both p < 0.001). Older classes had higher object-control subtest scores than younger classes, but scores plateaued after Year 5. Furthermore, overweight participants had significantly lower locomotor subtest (p < 0.001, d = 0.7), object-control subtest (p = 0.03, d = 0.3) and GMQ scores (p < 0.001, d = 0.5) than non-overweight participants. This study highlights very poor levels of FMS mastery among Irish schoolchildren and stresses the need for developmentally appropriate, FMS intervention programmes that are inclusive regardless of age, sex or weight status.     

Impact of cultural background on fundamental movement skill and its correlates

Children’s fundamental movement skill levels (FMS) predict moderate-to-vigorous physical activity (MVPA). Asian children have been reported as less active than English-Europeans, possibly due to poorer skills. This study compared the FMS of children from Culturally and Linguistically Diverse (CALD) backgrounds and examined FMS correlates. A total of 261 children (122 males) aged 9-to-11 years were divided based on language spoken at home: English-European (n = 105) and Asian (n = 156). Height, mass, FMS (Test of Gross Motor Development-2), MVPA (accelerometer) and cardio-respiratory fitness (20m multistage shuttle run) were directly measured. Sex, age, language and perceived sport competence (CY-PSPP) were self-reported. Independent sample t-tests assessed age, BMI, FMS and perception by CALD group. Linear mixed models examined FMS correlates. Asian-speaking children had lower object control skill (35.5 v 37.2; CI [0.17, 3.18]; p < 0.03) compared to English-European- children, but no between-group differences in locomotor skills were observed. Fitness, physical activity and sport competence perception were positively associated with object control, yet adjusting for these variables (and age and BMI) did not remove the CALD effect (B = ?2.02, SE = 0.69, p = 0.004). Cultural factors may affect object control competence in Asian-Australian children.     

"Show and tell" in the gymnasium revisited: developmental differences in modeling and verbal rehearsal effects on motor skill learning and performance.

Little research has investigated the observational learning process from a developmental perspective. The purpose of this study was to extend previous research by considering two factors: performance versus learning and sequencing versus form scores. Children (N = 60) comprising two age groups (5-0 to 6-11 and 8-0 to 9-11 years) were randomly assigned to verbal rehearsal only, model only, or model plus verbal rehearsal conditions. The task was a 6-part motor skill sequence in which proper sequencing and quality of form were assessed. A 2 x 3 x 4 (age group by model type by trial blocks) repeated measures MANOVA revealed a significant three-way interaction. Older children performed equally well under any of the model type conditions during both performance and learning. For younger children, a model plus rehearsal was superior to rehearsal only on sequence and form at performance and learning and superior to model only on sequence scores during the first two performance trial blocks. Model only and model plus rehearsal conditions were equally effective on form scores. These results suggest that age differences exist in the modeling of motor skills under conditions varying in model type, sequence and form scores, and performance and learning phases.     

Gross motor skills and sports participation of children with visual impairments

Gross motor skill performance of children with visual impairments and its association with the degree of visual impairment and sports participation was examined. Twenty children with visual impairments (M age = 9.2 years, SD = 1.5) and 100 sighted children (M age = 9.1 years, SD = 1.5) from mainstream schools participated. The results showed that children with visual impairments had significantly lower object control but not locomotor skill scores than the sighted children. No significant differences were found between children with a moderate and severe visual impairment. Children with visual impairments who participated in sports had significantly higher object control skill scores than those who did not. No significant associations between motor skills and sports participation were found in the sighted children.     

Fundamental movement skill proficiency amongst adolescent youth

Background: Literature suggests that physical education programmes ought to provide intense instruction towards basic movement skills needed to enjoy a variety of physical activities. Fundamental movement skills (FMS) are basic observable patterns of behaviour present from childhood to adulthood (e.g. run, skip and kick). Recent evidence indicates that children have the developmental potential to master most FMS by 6 years of age during physical education, physical activity (PA) and sport.

Purpose: With a noticeable absence in the literature relating to adolescent movement patterns, the present study assessed the performance of 9 FMS during physical education class amongst 12- to 13-year olds. The study further assessed the range of FMS at the behavioural component level with a view to identifying weaknesses within performance across individual skills.

Participants and setting: Baseline data were collected in 2010 as part of a larger longitudinal study evaluating the effectiveness of a prescribed adolescent physical education intervention. Participants included all (N?=?242) first-year post-primary youth in a specific geographical area of Ireland.

Data collection: The following 9 FMS were assessed during an 80-minute physical education lesson time period using a reliable instrument protocol; run, skip, horizontal jump, vertical jump, kick, catch, overhand throw, strike and stationary dribble. Each of the nine FMS was assessed in conjunction with the behavioural components from three established instruments, namely the Test of Gross Motor Development (TGMD), TGMD-2 and the Victorian Fundamental Motor Skills manual. To ensure participant consistency, no feedback from any of the trained field staff was given during skill performance.

Data analysis: Prior to data analysis, the trained field staff were required to reach a minimum of 95% inter-observer agreement for all nine skills on a pre-coded data set to ensure that all testers were competent. The FMS data set was analysed using SPSS version 17.0 for Windows using appropriate statistical analysis.

Findings: Overall, 11% was scored as either mastery or near mastery for all nine FMS. There was a significant difference in the overall mean composite FMS score (object control and locomotor) between genders, with adolescent males scoring higher (p?=?.015). There were marked differences in the number of participants who failed to obtain mastery level across the range of the nine FMS (e.g. vertical jump 87% and run 13%) and their associated behavioural components.

Conclusions: It is alarming that adolescents aged between 12 and 13 years entering their first year of post-primary physical education do not display proficiency across nine basic movement patterns. This finding indicates that adolescents may have a difficult time in making the successful transition towards more advanced skills within the sport-specific stage. Implications from this study potentially indicate that targeting the weakest skill components during physical education and outside of school hours may prove a valuable strategy in increasing the current FMS levels and the subsequent PA levels amongst adolescent youth.     

The relationship between fundamental movement skill proficiency and physical self-confidence among adolescents

This study aims to assess fundamental movement skill (FMS) proficiency, physical self-confidence levels, and the relationship between these variables and gender differences among adolescents. Three hundred and ninety five adolescents aged 13.78 years (SD = ±1.2) from 20 schools were involved in this study. The Test of Gross Motor Development-2nd Edition (TGMD), TGMD-2 and Victorian Skills Manual were used to assess 15 FMS. Participants’ physical self-confidence was also assessed using a valid skill-specific scale. A significant correlation was observed between FMS proficiency and physical self-confidence for females only (r = 0.305, P < 0.001). Males rated themselves as having significantly higher physical self-confidence levels than females (P = 0.001). Males scored significantly higher than females in FMS proficiency (P < 0.05), and the lowest physical self-confidence group were significantly less proficient at FMS than the medium (P < 0.001) and high physical self-confidence groups (P < 0.05). This information not only highlights those in need of assistance to develop their FMS but will also facilitate in the development of an intervention which aims to improve physical self-confidence and FMS proficiency.     

学龄前儿童基本动作技能干预研究的Meta分析

目的:系统评价近十年内应用粗大动作发展测试(TGMD)的国内外学龄前儿童运动干预后的基本动作技能(FMS),包括位移技能(LMS)和物体控制技能(OC)。方法:通过Web of Science、PubMed、中国知网数据库检索2010年1月1日至2021年2月25日学龄前儿童基本动作技能干预的相关中英文文献,由2名作者对文献进行筛选、数据提取、质量评估,采用Review Manager 5.3软件进行Meta分析与敏感性分析,采用Stata13.0软件进行Meta回归分析与发表偏倚,共纳入15项研究,包括干预组893例、对照组687例。Meta分析结果显示:运动干预对提高学龄前儿童位移技能和物体控制技能均具有显著影响。亚组分析结果显示:运动干预周期为5~15周、干预频率为2~3次/周、干预时间为20~50 min,采用结构化运动课程的干预效果良好。Meta回归分析结果显示:运动干预总时间对学龄前儿童LMS具有负向影响且差异具有显著性,表明随运动干预总时间的增加,干预效果降低。结论:运动干预对于提高学龄前儿童基本动作技能具有显著作用。建议后续研究对运动干预进行合理的控制和评估,进一步探索有效运动干预的关键特征。     

Physical assistance devices in complex motor skill learning: benefits of a self-controlled practice schedule.

This study examines the effects of a self-controlled use of physical assistance devices on learning a complex motor skill (i.e., producing slalom-type movements on a ski simulator). Physical assistance was provided by ski poles. One group of learners (self-control) was provided with the poles whenever they requested them, whereas another (yoked) group had no influence on the pole/no-pole schedule. While there were no group differences during the practice phase (Days 1 and 2), clear group differences emerged in the retention test without poles (Day 3). The self-control group produced significantly larger amplitudes than the yoked group. These results extend previous findings by showing learning advantages of the self-controlled use of physical assistance devices in complex motor skill learning.