Department of Health, Kinesiology, and Recreation, University of Utah, Salt Lake City, UT 84112, USA.
Department of Health, Kinesiology, and Recreation, University of Utah, Salt Lake City, UT 84112, USA.
J Sport Health Sci. 2022 Mar;11(2):244-251. doi: 10.1016/j.jshs.2020.07.001. Epub 2020 Jul 9.
Gross motor skills are postulated to have a bidirectional relationship with physical activity (PA); however, no study has tested this relationship before and after a summer break. The purpose of this study was to examine the bidirectional relationships between school PA and gross motor skills in children before and after a summer break.
Participants were a sample of 440 children recruited from 3 low-income schools (age = 8.9 ± 1.2 years, mean ± SD). PA was assessed as average school-day step counts using Yamax DigiWalker pedometers (Yamasa Tokei Keiki, Tokyo, Japan) worn for 5 consecutive school days. Gross motor skills were assessed using the Test for Gross Motor Development, 3rd edition. Data were collected at 2 timepoints: at the end of spring semester (T1) and at the beginning of the subsequent fall semester (T2). An age- and body mass index-adjusted cross-lagged model was employed to relate T1 school step counts with T2 gross motor skills and T1 gross motor skills with T2 school step counts.
T1 gross motor skills significantly predicted T2 school step counts (β = 0.24, 95 % confidence interval (95%CI): 0.08-0.40, p = 0.003); however, T1 school step counts did not predict T2 gross motor skills (β = 0.04, 95%CI: -0.06 to 0.14, p = 0.445). The model explained 35.4% and 15.9% of the variances of T2 gross motor skills and T2 school step counts, respectively. Additional analyses indicated that these relationships were driven primarily by ball skills.
The relationship between gross motor skills and school PA was not bidirectional; however, higher gross motor skills, specifically ball skills, predicted higher school PA after a 3-month summer break.
粗大运动技能被认为与身体活动（PA）之间存在双向关系；然而，在此之前，尚无研究在暑假前后测试过这种关系。本研究的目的是在暑假前后检测儿童学校 PA 与粗大运动技能之间的双向关系。
参与者是从 3 所低收入学校招募的 440 名儿童（年龄=8.9±1.2 岁，平均值±标准差）。使用 Yamax DigiWalker 计步器（日本东京山崎时计工业株式会社）在连续 5 个上学日中平均每天记录 PA 评估。粗大运动技能采用《运动发育测试》第 3 版进行评估。数据收集在 2 个时间点进行：春季学期末（T1）和随后秋季学期初（T2）。采用年龄和身体质量指数调整的交叉滞后模型，将 T1 学校步数与 T2 粗大运动技能以及 T1 粗大运动技能与 T2 学校步数相关联。
T1 粗大运动技能显著预测 T2 学校步数（β=0.24，95%置信区间（95%CI）：0.08-0.40，p=0.003）；然而，T1 学校步数不能预测 T2 粗大运动技能（β=0.04，95%CI：-0.06 至 0.14，p=0.445）。该模型分别解释了 T2 粗大运动技能和 T2 学校步数方差的 35.4%和 15.9%。进一步分析表明，这些关系主要由球技驱动。
粗大运动技能与学校 PA 之间的关系并非双向的；然而，在 3 个月的暑假后，较高的粗大运动技能，特别是球技，预示着较高的学校 PA。
