Vargas-Vitoria Rodrigo, Faúndez-Casanova César, Cruz-Flores Alberto, Hernandez-Martinez Jordan, Jarpa-Preisler Stefany, Villar-Cavieres Natalia, González-Muzzio María Teresa, Garrido-González Lorena, Flández-Valderrama Jorge, Valdés-Badilla Pablo
Department of Physical Activity Sciences, Faculty of Education Sciences, Universidad Católica del Maule, Talca 3530000, Chile.
Doctorado en Educación en Consorcio, Facultad de Ciencias de la Educación, Universidad Católica del Maule, Talca 3480094, Chile.
Children (Basel). 2023 Sep 9;10(9):1530. doi: 10.3390/children10091530.
This study protocol aims to analyze and compare the effects of combined movement and storytelling intervention (CMSI) on fundamental motor skills (locomotor skills and object control), language development (language comprehension, language expression, vocabulary and language description), and physical activity levels (light intensity, moderate-to-vigorous intensity and sedentary time) in children aged 3 to 6 years. The sample will consist of 144 children from 12 class groups, randomly assigned to 3 experimental groups ( = 72 children) and 3 control groups ( = 72 children), belonging to 4 class groups of upper-middle-level classes (2 experimental and 2 control; 3 to 4 years), 4 transition level 1 classes (2 experimental and 2 control; 4 to 5 years) and 4 transition level 2 classes (2 experimental and 2 control; 5 to 6 years). The experimental groups will perform CMSI for 3 sessions per week (40 min per session) over 12 weeks (using one motor story per week), while the control groups will not receive any treatment. The main outcome will provide information about fundamental motor skills, language development, and physical activity levels. Our hypothesis indicates that CMSI has the potential to generate significant increases in selected assessments. If this intervention proves to be beneficial, it could contribute to preschool and school curricula.
本研究方案旨在分析和比较联合运动与故事讲述干预（CMSI）对3至6岁儿童基本运动技能（ locomotor skills and object control）、语言发展（语言理解、语言表达、词汇和语言描述）以及身体活动水平（轻度强度、中度至剧烈强度和久坐时间）的影响。样本将包括来自12个班级组的144名儿童，随机分为3个实验组（ = 72名儿童）和3个对照组（ = 72名儿童），分别来自4个中上层班级组（2个实验组和2个对照组；3至4岁）、4个过渡水平1班级（2个实验组和2个对照组；4至5岁）和4个过渡水平2班级（2个实验组和2个对照组；5至6岁）。实验组将在12周内每周进行3次CMSI干预（每次40分钟）（每周使用一个运动故事），而对照组不接受任何治疗。主要结果将提供有关基本运动技能、语言发展和身体活动水平的信息。我们的假设表明，CMSI有可能在选定的评估中产生显著提高。如果这种干预被证明是有益的，它可能会对学前教育和学校课程有所贡献。
