Bryant Elizabeth S, Duncan Michael J, Birch Samantha L, James Rob S
London Sports Institute, Middlesex University, The Burroughs, London NW4 4BT, UK.
Research Centre for Applied Biological and Exercise Sciences, Coventry University, Priory Street, Covenrty CV1 5FB, UK.
Sports (Basel). 2016 Feb 16;4(1):10. doi: 10.3390/sports4010010.
Previous research has suggested a positive relationship between fundamental movement skills (FMS) mastery and physical activity (PA) level. Research conducted on interventions to improve FMS mastery is equivocal and further research is needed.
An intervention group of 82 children (35 boys and 47 girls) and a control group of 83 children (42 boys and 41 girls) were recruited from Years 4 and 5 (mean age ± SD = 8.3 ± 0.4 years) of two schools in Central England. The intervention included a combination of circuits and dancing to music. Pre and post intervention tests were conducted. Tests included: subjective assessment of eight FMS; objective measurement of two FMS; four day pedometer step count recording; height and mass for Body Mass Index (BMI); and the completion of Harter 's (1982) self-perception questionnaire.
Following a two (pre to post) by two (intervention and control group) mixed-model ANOVA it was highlighted that the intervention group improved mastery in all eight FMS, and increased both daily steps and physical self-perception.
It can be concluded that focussing one Physical Education (PE) lesson per week on the development of FMS has had a positive benefit on FMS, PA level and physical self-perception for the children in this study.
先前的研究表明，基本运动技能（FMS）掌握程度与身体活动（PA）水平之间存在正相关关系。关于提高FMS掌握程度的干预措施的研究结果并不明确，需要进一步研究。
从英格兰中部两所学校的四年级和五年级（平均年龄±标准差 = 8.3±0.4岁）招募了一个由82名儿童组成的干预组（35名男孩和47名女孩）和一个由83名儿童组成的对照组（42名男孩和41名女孩）。干预措施包括循环训练和随音乐跳舞相结合。在干预前后进行了测试。测试内容包括：对八项FMS的主观评估；两项FMS的客观测量；四天的计步器步数记录；身高和体重以计算身体质量指数（BMI）；以及完成哈特（1982年）的自我认知问卷。
经过一个二（前测至后测）乘二（干预组和对照组）的混合模型方差分析，结果表明干预组在所有八项FMS上的掌握程度都有所提高，并且每日步数和身体自我认知都有所增加。
可以得出结论，对于本研究中的儿童，每周将一节体育课集中用于FMS的发展，对FMS、PA水平和身体自我认知都有积极的益处。
