Escolano-Pérez Elena, Sánchez-López Carmen R, Herrero-Nivela Maria Luisa
Department of Psychology and Sociology, Faculty of Education, University of Zaragoza, Zaragoza, Spain.
Department of Clinical Psychology, Psychobiology and Methodology, Faculty of Psychology and Speech Therapy, University of La Laguna, San Cristóbal de La Laguna, Spain.
Front Psychol. 2022 Feb 22;13:848525. doi: 10.3389/fpsyg.2022.848525. eCollection 2022.
Fundamental motor skills (FMS) of children can be affected by different variables, such as executive functions (EF), gender and relative age. However, the effects of these variables on FMS have been scarce studied, especially in early childhood, and show inconsistent results. To clarify these relationships, this study was carried out. Its aim was to analyze whether EF, gender and relative age influenced FMS in 43 Spanish kindergarteners. A multimethod and mixed methods approach was used. Kindergarteners' teachers completed the Childhood Executive Functioning Inventory to know the children level of EF (working memory and inhibition control). Kindergarteners' parents complimented questionnaire reporting the children gender and birth data (to know their relative age). A Nomothetic/Punctual/Multidimensional observational design was used to observe children FMS in their habitual motor sessions at school. Two-way ANOVAs were performed to know the independent and interactive effects of working memory level (lower/higher), inhibition control level (lower/higher), gender (boys/girls) and relative age (according to the birth semester in the year) on FMS. Results showed these variables have independent and interactive effects on some FMS, but not on others. FMS influenced by these variables vary depending what independent variable(s) is/are considered. Therefore, it can be concluded that the influences of teacher-rated EF, gender and relative age on observed FMS in kindergarteners are complex and specific. Results obtained must be taken into to design and implement instructional and intervention strategies, as well as educational and sport policy changes, especially in early childhood, when FMS are more malleable.
儿童的基本运动技能（FMS）会受到不同变量的影响，如执行功能（EF）、性别和相对年龄。然而，这些变量对FMS的影响鲜有研究，尤其是在幼儿期，且研究结果并不一致。为了厘清这些关系，开展了本研究。其目的是分析EF、性别和相对年龄是否会影响43名西班牙幼儿园儿童的FMS。研究采用了多方法和混合方法。幼儿园教师完成了《儿童执行功能量表》，以了解儿童的EF水平（工作记忆和抑制控制）。幼儿园儿童的家长填写了问卷，报告孩子的性别和出生数据（以了解其相对年龄）。采用了一种通用/特定/多维观察设计，在儿童在学校的日常运动课上观察他们的FMS。进行了双向方差分析，以了解工作记忆水平（低/高）、抑制控制水平（低/高）、性别（男孩/女孩）和相对年龄（根据当年出生学期）对FMS的独立和交互作用。结果表明，这些变量对某些FMS有独立和交互作用，但对其他FMS则没有。受这些变量影响的FMS因所考虑的自变量不同而有所差异。因此，可以得出结论，教师评定的EF、性别和相对年龄对幼儿园儿童观察到的FMS的影响是复杂且特定的。在设计和实施教学与干预策略以及教育和体育政策变革时，尤其是在幼儿期FMS更具可塑性的时候，必须考虑到所获得的结果。
