Burrows E Jean, Keats Melanie R, Kolen Angela M
University of British Columbia, Vancouver, BC, CANADA.
Dalhousie University, Halifax, NS, CANADA.
Int J Exerc Sci. 2014 Jul 15;7(3):236-249. doi: 10.70252/AXFM7487. eCollection 2014.
Fundamental movement skill (FMS) proficiency or the ability to perform basic skills (e.g., throwing, catching and jumping) has been linked to participation in lifelong physical activity. FMS proficiency amongst children has declined in the previous 15 years, with more children performing FMS at a low-mastery level. These declines may help explain the insufficient levels of participation in health promoting physical activity seen in today's youth. The after school time period (e.g., 3 to 6 p.m.), is increasingly considered an opportune time for physical activity interventions. To date, little research has examined the potential for after school programming to improve FMS proficiency. Participants (n=40, 6-10 years) of two existent physical activity based after school programs, a low-organized games and a sports-based program, were pre- and post-tested for FMS proficiency using the Test of Gross Motor Development-2 (TGMD-2) over an 11-week period. The sports-based program participants showed no improvement in FMS over the 11-week study (=0.91, eta=0.00) and the games-based program participants significantly improved their proficiency (=0.00, eta=0.30). No significant (=0.13, eta = 0.06), differences were found in change in FMS scores between the low-organized games program participants and the sport-based program participants. These results suggest that after school programs with a low-organized games-based focus may support a moderate improvement in FMS proficiency in young children. Better training of after school program leaders on how to teach FMS may be necessary to assist children in acquiring sufficient proficiency in FMS.
基本运动技能（FMS）水平，即执行基本技能（如投掷、接球和跳跃）的能力，与参与终身体育活动有关。在过去15年中，儿童的FMS水平有所下降，更多儿童的FMS处于低掌握水平。这些下降可能有助于解释当今青少年参与促进健康体育活动的不足。放学后的时间段（如下午3点至6点）越来越被认为是进行体育活动干预的合适时机。迄今为止，很少有研究探讨课后项目提高FMS水平的潜力。两个现有的基于体育活动的课后项目的参与者（n = 40，6至10岁），一个是低组织化游戏项目，另一个是基于运动的项目，在11周的时间里使用大肌肉发展测试-2（TGMD-2）对FMS水平进行了前后测试。在为期11周的研究中，基于运动的项目参与者的FMS没有提高（F = 0.91，eta = 0.00），而基于游戏的项目参与者的水平显著提高（F = 0.00，eta = 0.30）。在低组织化游戏项目参与者和基于运动的项目参与者之间，FMS分数的变化没有发现显著差异（F = 0.13，eta = 0.06）。这些结果表明，以低组织化游戏为重点的课后项目可能有助于适度提高幼儿的FMS水平。可能需要对课后项目领导者进行更好的关于如何教授FMS的培训，以帮助儿童获得足够的FMS水平。
