The Effectiveness of Two Interventions on Fundamental Movement Skill Proficiency Among a Cohort of Irish Primary School Children

被引：8

作者：

Bolger, Lisa E. ^{[1
]}

Bolger, Linda A. ^{[1
]}

O'Neill, Cian ^{[1
]}

Coughlan, Edward ^{[1
]}

O'Brien, Wesley ^{[2
]}

Lacey, Sean ^{[3
]}

Burns, Con ^{[1
]}

机构：

[1] Cork Inst Technol, Dept Sport Leisure & Childhood Studies, Cork, Ireland

[2] Univ Coll Cork, Sch Educ, Cork, Ireland

[3] Cork Inst Technol, Dept Math, Cork, Ireland

来源：

JOURNAL OF MOTOR LEARNING AND DEVELOPMENT | 2019年 / 7卷 / 02期

关键词：

early childhood; motor development; motor learning; pediatrics; physical activity;

D O I：

10.1123/jmld.2018-0011

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

This study examined the effectiveness of a physical activity (Year 1) and a multicomponent fundamental movement skill (FMS) (Year 2) intervention on primary school children's FMS proficiency. Data were collected from 6- and 10-year-old cohorts from two intervention schools and age-matched groups from one control school, in south Ireland. In Year 1 (N = 187), intervention (n = 96) and control (n = 91) groups were children from senior infant (6-year-old cohort) and 4th class (10-year-old cohort). In Year 2 (N = 357), intervention (n = 195) and control (n = 162) groups were children from senior infant and 1st class (6-year-old cohort) and 4th and 5th classes (10-year-old cohort). FMS assessment was conducted across both academic years, using the Test of Gross Motor Development-2. Linear mixed models were used to investigate the effectiveness of each intervention, adjusting for age group. Following Year 1, the intervention group significantly improved locomotor proficiency (p < .05), with no changes in object-control or overall proficiency. No group-time interactions were found. Following Year 2, the intervention group significantly improved locomotor, object-control, and overall proficiency (p < .001). Group-time interaction effects were found for both subsets and overall FMS in favor of the intervention group (p < .001). FMS proficiency among primary school children was significantly greater following the multicomponent FMS intervention.

引用

页码：153 / 179

页数：27

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