Lander Natalie, Morgan Philip J, Salmon J O, Barnett Lisa M
1School of Education, Deakin University, Burwood, Victoria, AUSTRALIA; 2PRC in Physical Activity and Nutrition, Faculty of Education and Arts, Newcastle University, Callaghan, New South Wales, AUSTRALIA; 3Institute for Physical Activity and Nutrition Research, Deakin University, Burwood Hwy, Burwood, Victoria, AUSTRALIA; and 4School of Health and Social Development, Deakin University, Burwood Hwy, Burwood, Victoria, AUSTRALIA.
Med Sci Sports Exerc. 2017 Dec;49(12):2498-2505. doi: 10.1249/MSS.0000000000001382.
Physical activity (PA) levels decline substantially during adolescence and are consistently lower in girls. Competency in a range of fundamental movement skills (FMSs) may serve as a protective factor for the decline in PA typically observed in adolescent girls; yet, girls' mastery in FMS is low. Although interventions can improve FMS, there is a lack of interventions targeting girls, and very few are conducted in high schools. In addition, interventions are usually conducted by researchers, not teachers, and thus have little chance of being embedded into curricula.
This study aimed to evaluate the effectiveness of a school-based intervention, delivered by teachers, in improving adolescent girls' FMS.
Four all-girls Australian secondary schools were recruited and randomized into intervention or control groups. In total, 190 year 7 girls (103 control/87 intervention; mean age, 12.4 ± 0.3 yr) completed baseline and posttest measures at 12 wk. Six FMS (i.e., catch, throw, kick, jump, leap, and dodge) were measured using the Victorian FMS Assessment instrument. Mixed models with posttest skill (i.e., locomotor, object control, and total skill) as the outcome, adjusting for baseline skill, intervention and control status, and relevant covariates, as well as accounting for clustering at school and class level, were used to assess the intervention impact.
There were significant intervention effects, and large effect sizes (Cohen d) noted in locomotor (P = 0.04, t = 5.15, d = 1.6), object control (P < 0.001, t = 11.06, d = 0.83), and total skill (P = 0.02, t = 7.22, d = 1.36).
Teachers adequately trained in authentic assessment and student-centered instruction can significantly improve the FMS competency of early adolescent girls. Therefore, comprehensive teacher training should be viewed as an integral component of future school-based interventions.
身体活动（PA）水平在青春期会大幅下降，且女孩的PA水平一直较低。一系列基本运动技能（FMS）的能力可能是青少年女孩中通常观察到的PA下降的保护因素；然而，女孩对FMS的掌握程度较低。虽然干预措施可以改善FMS，但缺乏针对女孩的干预措施，在高中进行的此类干预措施非常少。此外，干预措施通常由研究人员而非教师实施，因此几乎没有机会融入课程。
本研究旨在评估由教师实施的基于学校的干预措施在提高青少年女孩FMS方面的有效性。
招募了四所澳大利亚女子中学，并将其随机分为干预组或对照组。共有190名7年级女生（103名对照组/87名干预组；平均年龄，12.4±0.3岁）在12周时完成了基线和后测测量。使用维多利亚FMS评估工具测量六项FMS（即接球、投掷、踢、跳跃、跨越和躲闪）。以基线技能、干预和对照状态以及相关协变量为调整因素，并考虑学校和班级层面的聚类情况，使用以后测技能（即移动技能、物体控制技能和总技能）为结果的混合模型来评估干预效果。
在移动技能（P = 0.04，t = 5.15，d = 1.6）、物体控制技能（P < 0.001，t = 11.06，d = 0.83）和总技能（P = 0.02，t = 7.22，d = 1.36）方面观察到显著的干预效果和较大的效应量（科恩d值）。
在真实评估和以学生为中心的教学方面接受过充分培训的教师可以显著提高青春期早期女孩的FMS能力。因此，全面的教师培训应被视为未来基于学校的干预措施的一个组成部分。
