Brian Ali, Goodway Jacqueline D, Logan Jessica A, Sutherland Sue
a University of South Carolina.
b The Ohio State University.
Res Q Exerc Sport. 2017 Dec;88(4):479-491. doi: 10.1080/02701367.2017.1375077. Epub 2017 Oct 19.
Children from disadvantaged settings are at risk for delays in their object-control (OC) skills. Fundamental motor skill interventions, such as the Successful Kinesthetic Instruction for Preschoolers (SKIP) Program, are highly successful when led by motor development experts. However, few preschools employ such experts. This study examined the extent to which Head Start teachers delivering an 8-week teacher-led SKIP (T-SKIP) intervention elicited learning of OC skills for Head Start children.
Head Start teachers (n = 5) delivered T-SKIP for 8 weeks (450 min). Control teachers (n = 5) implemented the typical standard of practice, or well-equipped free play. All children (N = 122) were pretested and posttested on the OC Skill subscale of the Test of Gross Motor Development-2.
Descriptive analyses at pretest identified 81% of the children were developmentally delayed in OC skills (below the 30th percentile). A 2-level hierarchical linear model demonstrated the effectiveness of T-SKIP with significant differences (β = 4.70), t(8) = 7.02, p < .001, η2 = .56, between T-SKIP children (n = 63) and control children (n = 59) at posttest.
Head Start teachers who delivered T-SKIP could bring about positive changes in children's OC skills, thereby remediating the initial developmental delays presented. Control children remained delayed in their OC skills in spite of daily well-equipped free play, giving rise to concerns about their future motor competence and physical activity levels.
来自弱势环境的儿童存在物体控制（OC）技能发展延迟的风险。当由运动发展专家主导时，诸如学前儿童成功动觉教学（SKIP）计划等基本运动技能干预措施非常成功。然而，很少有幼儿园聘请这类专家。本研究考察了实施为期8周的教师主导的SKIP（T-SKIP）干预措施的启蒙计划教师在多大程度上促使启蒙计划儿童学习OC技能。
启蒙计划教师（n = 5）实施T-SKIP干预8周（450分钟）。对照教师（n = 5）实施典型的常规做法，即设备齐全的自由玩耍。所有儿童（N = 122）在《大肌肉发展测试-2》的OC技能子量表上进行了前测和后测。
前测的描述性分析表明，81%的儿童在OC技能方面存在发育延迟（低于第30百分位）。一个二级分层线性模型显示了T-SKIP的有效性，在后测时，T-SKIP组儿童（n = 63）和对照组儿童（n = 59）之间存在显著差异（β = 4.70），t(8) = 7.02，p <.001，η2 =.56。
实施T-SKIP的启蒙计划教师能够使儿童的OC技能产生积极变化，从而弥补最初出现的发育延迟。尽管对照组儿童每天都能进行设备齐全的自由玩耍，但他们的OC技能仍然延迟，这引发了对其未来运动能力和身体活动水平的担忧。
