Burns Ryan D, Byun Wonwoo, Brusseau Timothy A
Physical Activity Research Lab, Department of Health, Kinesiology, and Recreation, University of Utah, Salt Lake City, UT, United States.
Front Sports Act Living. 2019 Sep 18;1:29. doi: 10.3389/fspor.2019.00029. eCollection 2019.
Children from lower income families tend to have low levels of on-task behavior in the academic classroom. The purpose of this study was to examine the associations of gross motor skills and classroom behavior in a sample of lower-income children. Participants were a sample of 1,135 school-aged children (mean age = 8.3 ± 1.8 years) recruited from three low-income US schools. A reduced version of the Test for Gross Motor Development 2nd Edition (TGMD-2) was used to assess gross motor skills. Total TGMD-2 scores, locomotor subtest scores, and object control subtest scores were stratified into quintiles for analysis. Students' classroom behavior was recorded 1 year later using a Planned Activity Check (PLACHECK) 5-s momentary time sampling procedure. Classrooms were dichotomized into those that had students at least 80% on-task and those that did not. Multilevel generalized mixed models were employed to examine the relationship between gross motor skills and meeting at least 80% classroom behavior, adjusting for age, sex, and change in BMI, and aerobic fitness. Children in the highest TGMD-2 quintile had 4.17 higher odds of being in an on-task classroom 1 year later (95%CI [2.25-7.76], < 0.001). This relationship was primarily driven by the relationship between object control quintile scores and classroom behavior, as children within the higher quintile for object control had 3.81 higher odds of being in an on-task classroom 1 year later (95%CI [2.67-5.46], < 0.001). There was a significant relationship between individual gross motor skills, specifically object control skills, and group level on-task classroom behavior in lower-income children.
来自低收入家庭的儿童在学术课堂上往往表现出较低水平的专注行为。本研究的目的是在低收入家庭儿童样本中检验大肌肉运动技能与课堂行为之间的关联。参与者是从美国三所低收入学校招募的1135名学龄儿童样本（平均年龄 = 8.3 ± 1.8岁）。使用《大肌肉运动发展测试第二版》（TGMD - 2）的简化版来评估大肌肉运动技能。将TGMD - 2总分、运动子测试分数和物体控制子测试分数分层为五分位数进行分析。1年后，使用计划活动检查表（PLACHECK）5秒瞬间时间抽样程序记录学生的课堂行为。教室被分为两类：一类是学生专注度至少达到80%的教室，另一类是未达到该标准的教室。采用多水平广义混合模型来检验大肌肉运动技能与至少80%课堂行为达标之间的关系，并对年龄、性别、BMI变化和有氧适能进行了调整。TGMD - 2五分位数最高的儿童在1年后处于专注课堂的几率高4.17倍（95%置信区间[2.25 - 7.76]，P < 0.001）。这种关系主要由物体控制五分位数分数与课堂行为之间的关系驱动，因为物体控制五分位数较高的儿童在1年后处于专注课堂的几率高3.81倍（95%置信区间[2.67 - 5.46]，P < 0.001）。在低收入儿童中，个体大肌肉运动技能，特别是物体控制技能，与群体水平的专注课堂行为之间存在显著关系。
