Fitton Davies K, Clarke S, Martins R, Rudd J R, Duncan M
Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Copperas Hill, Liverpool, L3 5GE, UK; Centre for Physical Activity, Sport and Exercise Sciences, Coventry University, Priory Street, Coventry, CV1 5FB, UK.
Centre for Arts, Memory and Communities, Coventry University, Priory Street, Coventry, CV1 5FB, UK.
Psychol Sport Exerc. 2024 Jul;73:102636. doi: 10.1016/j.psychsport.2024.102636. Epub 2024 Apr 6.
Stability skills (e.g., static/dynamic balance) are a precursor for other movement skill development (e.g., jumping, catching). However, young children consistently demonstrate low stability and movement skill ability. There is therefore a need to develop effective strategies to improve stability skills in early childhood.
To pilot the effect of a home-based gamified stability skills intervention on 4-5-year-old children's physical skills, self-perceptions and cognitions.
One-hundred-and-eleven 4-5-year-old children participated from three schools. Two schools were allocated into the intervention group (n = 66 children, 33 boys) and one to the control group (n = 45 children, 25 boys). Stability, fundamental movement skills, perceived motor competence, and cognition were assessed at baseline and at post-intervention. The intervention group was given a booklet detailing the 12-week gamified stability skill intervention. The control group participated in their usual weekly activities.
A series of ANCOVAs controlling for baseline values demonstrated significantly higher stability skills (F(1,93) = 24.79, p < 0.001, partial η = 0.212), fundamental movement skills (F(1,94) = 15.5, p = < 0.001, partial η = 0.139), perceived motor competence (F(1,96) = 5.48, p = 0.021, partial η = 0.054) and cognition (F(1,96) = 15.5, p = < 0.001, partial η = 0.139) at post-test for the intervention versus control groups.
This study demonstrates that a home-based, gamified, stability skills intervention enhances stability skills, fundamental movement skills, perceived motor competence and cognition in children aged 4-5-years old.
稳定技能（如静态/动态平衡）是其他运动技能发展（如跳跃、接球）的前提。然而，幼儿始终表现出较低的稳定和运动技能能力。因此，有必要制定有效的策略来提高幼儿期的稳定技能。
试行一项基于家庭的游戏化稳定技能干预对4至5岁儿童身体技能、自我认知和认知能力的影响。
来自三所学校的111名4至5岁儿童参与了研究。两所学校被分配到干预组（n = 66名儿童，33名男孩），一所学校被分配到对照组（n = 45名儿童，25名男孩）。在基线和干预后评估稳定技能、基本运动技能、感知运动能力和认知能力。干预组收到一本详细介绍为期12周的游戏化稳定技能干预的手册。对照组参加他们通常的每周活动。
一系列控制基线值的协方差分析表明，干预组与对照组相比，在测试后稳定技能（F(1,93) = 24.79，p < 0.001，偏η = 0.212）、基本运动技能（F(1,94) = 15.5，p = < 0.001，偏η = 0.139）、感知运动能力（F(1,96) = 5.48，p = 0.021，偏η = 0.054）和认知能力（F(1,96) = 15.5，p = < 0.001，偏η = 0.139）显著更高。
本研究表明，基于家庭的游戏化稳定技能干预可提高4至5岁儿童的稳定技能、基本运动技能、感知运动能力和认知能力。
