Barnett Lisa M, Ridgers Nicola D, Reynolds John, Hanna Lisa, Salmon Jo
Deakin University, School of Health and Social Development, Burwood Hwy, Burwood, VIC, Australia.
Deakin University, Centre for Physical Activity and Nutrition Research, School of Exercise and Nutrition, Burwood Hwy, Burwood, VIC, Australia.
Prev Med Rep. 2015 Aug 13;2:673-8. doi: 10.1016/j.pmedr.2015.08.007. eCollection 2015.
To investigate the impact of playing sports Active Video Games on children's actual and perceived object control skills.
Intervention children played Active Video Games for 6 weeks (1 h/week) in 2012. The Test of Gross Motor Development-2 assessed object control skill. The Pictorial Scale of Perceived Movement Skill Competence assessed perceived object control skill. Repeated measurements of object control and perceived object control were analysed for the whole sample, using linear mixed models, which included fixed effects for group (intervention or control) and time (pre and post) and their interaction. The first model adjusted for sex only and the second model also adjusted for age, and prior ball sports experience (yes/no). Seven mixed-gender focus discussions were conducted with intervention children after programme completion.
Ninety-five Australian children (55% girls; 43% intervention group) aged 4 to 8 years (M 6.2, SD 0.95) participated. Object control skill improved over time (p = 0.006) but there was no significant difference (p = 0.913) between groups in improvement (predicted means: control 31.80 to 33.53, SED = 0.748; intervention 30.33 to 31.83, SED = 0.835). A similar result held for the second model. Similarly the intervention did not change perceived object control in Model 1 (predicted means: control: 19.08 to 18.68, SED = 0.362; intervention 18.67 to 18.88, SED = 0.406) or Model 2. Children found the intervention enjoyable, but most did not perceive direct equivalence between Active Video Games and 'real life' activities.
Whilst Active Video Game play may help introduce children to sport, this amount of time playing is unlikely to build skill.
研究玩体育类体感游戏对儿童实际的和感知到的物体控制技能的影响。
2012年，干预组儿童玩体育类体感游戏6周（每周1小时）。使用粗大运动发育测试第二版评估物体控制技能。使用感知运动技能能力图片量表评估感知到的物体控制技能。对整个样本的物体控制和感知到的物体控制进行重复测量，采用线性混合模型分析，该模型包括组（干预组或对照组）和时间（干预前和干预后）的固定效应及其交互作用。第一个模型仅对性别进行了调整，第二个模型还对年龄以及之前的球类运动经历（是/否）进行了调整。在项目结束后，对干预组儿童进行了7次混合性别焦点讨论。
95名4至8岁（平均年龄6.2岁，标准差0.95）的澳大利亚儿童参与了研究（55%为女孩；43%为干预组）。物体控制技能随时间有所提高（p = 0.006），但两组之间在提高程度上没有显著差异（p = 0.913）（预测均值：对照组从31.80提高到33.53，标准误=0.748；干预组从30.33提高到31.83，标准误=0.835）。第二个模型得到了类似结果。同样，在模型1（预测均值：对照组：从19.08到18.68，标准误=0.362；干预组从18.67到18.88，标准误=0.406）和模型2中，干预均未改变感知到的物体控制。孩子们觉得干预活动很有趣，但大多数人并未察觉到体感游戏与“现实生活”活动之间有直接等同性。
虽然玩体育类体感游戏可能有助于让儿童接触运动，但如此时长的游戏不太可能提升技能。
