Okely Anthony D, Hardy Louise L, Batterham Marijka, Pearson Phillip, McKeen Kim, Puglisi Lauren
Early Start Research Institute, University of Wollongong, Australia; School of Education, University of Wollongong, Australia; Illawarra Health and Medical Research Institute, University of Wollongong, Australia.
Prevention Research Collaboration, School of Public Health, University of Sydney, Australia.
J Sci Med Sport. 2017 Nov;20(11):1008-1014. doi: 10.1016/j.jsams.2017.04.014. Epub 2017 May 8.
This study reports the long-term effects of a professional learning program for classroom teachers on fundamental motor skill (FMS) proficiency of primary school students from ethnically diverse backgrounds.
A cluster non-randomized trial using a nested cross-sectional design.
The study was conducted in 8 primary schools located in disadvantaged and culturally diverse areas in Sydney, Australia. The intervention used an action learning framework, with each school developing and implementing an action plan for enhancing the teaching of FMS in their school. School teams comprised 4-5 teachers and were supported by a member of the research team. The primary outcome was total proficiency score for 7 FMS (run, jump, catch, throw, kick, leap, side gallop). Outcome data were analyzed using mixed effects models.
Eight-hundred and sixty-two students (82% response rate) were assessed at baseline in 2006 and 830 (82%) at follow-up in 2010. Compared with students in the control schools, there was a significantly greater increase in total motor skill proficiency among children in the intervention schools at follow-up (adjusted difference=5.2 components, 95%CI [1.65, 8.75]; p=0.01) and in four of the seven motor skills.
Training classroom teachers to develop and implement units of work based around individual FMS is a promising strategy for increasing FMS among ethnically diverse children over an extended period of time.
本研究报告了一项针对课堂教师的专业学习计划对来自不同种族背景的小学生基本运动技能（FMS）熟练程度的长期影响。
采用嵌套横断面设计的整群非随机试验。
该研究在澳大利亚悉尼处于弱势且文化多元的地区的8所小学进行。干预采用行动学习框架，每所学校制定并实施一项提升本校FMS教学的行动计划。学校团队由4 - 5名教师组成，并得到一名研究团队成员的支持。主要结果是7项FMS（跑步、跳跃、接球、投掷、踢、单脚跳、侧步急驰）的总熟练得分。使用混合效应模型分析结果数据。
2006年有862名学生（回复率82%）在基线时接受评估，2010年随访时有830名（82%）。与对照学校的学生相比，干预学校的儿童在随访时运动技能总熟练程度的提高显著更大（调整差异 = 5.2个项目，95%CI [1.65, 8.75]；p = 0.01），并且在7项运动技能中的4项上也是如此。
培训课堂教师围绕个体FMS制定并实施教学单元，是在较长时间内提高不同种族儿童FMS的一项有前景的策略。
