Research Institute for Sport and Exercise, University of Canberra, Australia.
School of Psychology, Deakin University, Australia; Centre for Social and Early Emotional Development, Faculty of Health, Deakin University, Australia; IMPACT, The Institute for Mental and Physical Health and Clinical Translation, Faculty of Health, Deakin University, Australia.
J Sci Med Sport. 2022 Aug;25(8):655-660. doi: 10.1016/j.jsams.2022.04.009. Epub 2022 May 2.
The Active Early Learning intervention was designed to support childcare educators to imbed physical literacy promoting activities into the daily childcare curriculum. The objective of this study was to determine whether this physical literacy intervention had any influence on motor skill development.
22-week stratified cluster randomised controlled trial.
Fifteen childcare centres (8 intervention, 7 control centres; 314 children, 180 boys, 4.3y ± 0.4) participated in the study. Six motor skills were assessed: object control (ball drop/catch and bean bag throw accuracy), locomotor control (10 m shuttle run), stability (one-leg balance and tiptoe walking on a line), and fine motor control (coin manipulation). Intervention effects were evaluated using linear mixed models adjusted for age, sex, socio-economic status, and centre clustering.
There was evidence for an intervention effect on fine motor control (-0.47 s, CI [-0.93 to -0.02], p = .041) and the ball drop/catch task (0.68, CI [0.01-1.35], p = .046), but not for locomotor control, stability, or throw accuracy.
Improvements in children's gross and fine motor skills can be achieved with a physical literacy intervention delivered by childcare educators. However, broad enhancement of motor skills cannot be assumed by simply introducing more physical literacy promoting activities into the daily routine, and specific motor skill instruction seems warranted in childcare settings.
主动早期学习干预旨在支持幼教工作者将体育素养促进活动嵌入日常儿童保育课程中。本研究的目的是确定这种体育素养干预是否对运动技能发展有任何影响。
22 周分层聚类随机对照试验。
15 个托儿所（8 个干预组，7 个对照组；314 名儿童，180 名男孩，4.3 岁±0.4 岁）参与了这项研究。评估了 6 项运动技能：物体控制（球掉落/接住和沙包投掷准确性）、移动控制（10 米穿梭跑）、稳定性（单腿平衡和踮脚尖走直线）和精细运动控制（硬币操作）。使用线性混合模型调整年龄、性别、社会经济地位和中心聚类对干预效果进行评估。
有证据表明精细运动控制（-0.47 秒，CI [-0.93 至-0.02]，p=0.041）和球掉落/接住任务（0.68，CI [0.01-1.35]，p=0.046）存在干预效果，但对移动控制、稳定性或投掷准确性没有影响。
通过幼教工作者提供的体育素养干预，可以提高儿童的粗大运动和精细运动技能。然而，仅通过在日常活动中引入更多体育素养促进活动，不能假设运动技能会全面提高，在儿童保育环境中似乎需要进行特定的运动技能指导。
