Calero-Morales Santiago, Vinueza-Burgos Gladis Del Consuelo, Yance-Carvajal Carlos Leonidas, Paguay-Balladares Washington Javier
Department of Human and Social Sciences, Universidad de las Fuerzas Armadas-ESPE, Quito 171103, Ecuador.
Faculty of Education Sciences, Universidad Estatal de Milagro, Milagro 091050, Ecuador.
Sports (Basel). 2023 Mar 8;11(3):61. doi: 10.3390/sports11030061.
Developing gross motor function implies strengthening the basic body position and the balance associated with posture and mobility, for which different teaching models and psycho-pedagogical interventions are applied.
to develop gross motor function in male preschoolers through physical recreational activities based on conductivist (Group 1) and constructivist (Group 2) teaching and determine the best teaching paradigm. Two basic skills were studied in two homogeneous independent samples (walking: w = 0.641; running: w = 0.556), selecting 25 children for each group (3-4 years) through the use of intentional sampling. The gross skills evaluation was based on norms established by the Education Ministry, including a mood assessment.
each group improved their basic skills in the post-test (Group 1: W = 0.001; W = 0.001. Group 2: W = 0.046; W = 0.038), but the conductivist paradigm was superior (w = 0.033; w = 0.027). Group 1 presented better indicators in the motor evaluations "Acquired" and "In Process" than Group 2, and lower percentages in the "Initiated" evaluation than Group 2 in the abilities "walking" as well as "running", which were significantly different in the "Initiated" evaluation ( = 0.0469) for the walking ability, and significantly different in the "Initiated" and "Acquired" evaluations ( = 0.0469; = 0.0341, respectively) for the running skill.
The conductivist teaching model was superior in terms of gross motor function optimization.
发展粗大运动功能意味着强化基本身体姿势以及与姿势和移动性相关的平衡，为此应用了不同的教学模式和心理教育干预措施。
通过基于行为主义（第1组）和建构主义（第2组）教学的体育娱乐活动，培养男性学龄前儿童的粗大运动功能，并确定最佳教学范式。在两个同质独立样本中研究了两项基本技能（行走：w = 0.641；跑步：w = 0.556），通过有意抽样为每组（3 - 4岁）选取25名儿童。粗大技能评估基于教育部制定的标准，包括情绪评估。
每组在测试后基本技能都有所提高（第1组：W = 0.001；W = 0.001。第2组：W = 0.046；W = 0.038），但行为主义范式更优（w = 0.033；w = 0.027）。在“已习得”和“正在进行”的运动评估中，第1组的指标优于第2组，在“开始”评估中，第1组在“行走”和“跑步”能力方面的百分比低于第2组，在行走能力的“开始”评估中差异显著（ = 0.0469），在跑步技能的“开始”和“已习得”评估中差异显著（分别为 = 0.0469； = 0.0341）。
在优化粗大运动功能方面，行为主义教学模式更优。
