Algurén Beatrix, Tang Yiling, Pelletier Chelsea, Naylor Patti-Jean, Faulkner Guy
Department of Food and Nutrition, and Sport Science, Faculty of Education, University of Gothenburg, Gothenborg, Sweden.
School of Kinesiology, Faculty of Education, University of British Columbia, Vancouver, BC, Canada.
Sports Med Open. 2024 Aug 26;10(1):90. doi: 10.1186/s40798-024-00763-z.
Given the significance of motor competence (MC) for healthy development and as a cornerstone for lifelong physical activity (PA), it is crucial to understand the manifold factors that are associated with MC. Thus, the aim of the present study was to investigate correlates of children's MC and their fundamental movement skills (FMS) within their daily life from a comprehensive biopsychosocial-ecological perspective.
This is a cross-sectional sub-study of the 'Physical Literacy for Communities (PL4C)' WAVES cohort study conducted in the West Vancouver School District, Canada. Motor competence was assessed using the PLAYfun tool including overall MC score and five FMS category scores, namely, running, locomotor skills, upper and lower body control and balance skills. By means of structural equation modeling (SEM), direct associationswith MC and with the specific FMS categories addressing physical activity behavior, self-perceived physical literacy, parenting, and school ground design were investigated.
A total of 355 children with a mean age of 7.5 years and 111.1 min of MVPA per day participated. The group comprised 51% boys and 47% girls from 14 elementary schools. Most children were at an emerging MC-level (71%), while those at a competent MC-level exhibited significantly more daily minutes of MVPA (123 versus 109, p = 0.001). Additionally, they played outdoors more frequently and engaged in more instructor-led PA. The results revealed that logistical support from parents had not only a direct positive association with overall MC, both for girls and boys, but also with most of the FMS categories. However, the correlates of MC varied between genders and showed different patterns across the five FMS categories. While time spent in sports or coach-/instructor-led physical activities had a significant SEM generated direct effect only for boys' MC and for locomotor, upper body object control and balance, the aesthetic design of the school grounds was only associated with girls' MC and those same three FMS categories. Multivariate SEM could explain 26% of variance for girls' MC and 30% for boys'.
This exploratory baseline assessment revealed parental logistical support as an important correlate of MC, irrespective of gender. There were distinct gender patterns across biopsychosocial-ecological correlates influencing MC and FMS. Despite the heterogeneity of the results, our findings indicate a potential role of school ground design in supporting the development of children's MC, especially for girls.
鉴于运动能力（MC）对健康发展的重要性以及作为终身体育活动（PA）的基石，了解与运动能力相关的多种因素至关重要。因此，本研究的目的是从全面的生物心理社会生态视角调查儿童在日常生活中的运动能力及其基本运动技能（FMS）的相关因素。
这是在加拿大西温哥华学区进行的“社区体育素养（PL4C）”WAVES队列研究的横断面子研究。使用PLAYfun工具评估运动能力，包括总体运动能力得分和五个基本运动技能类别得分，即跑步、移动技能、上下身控制和平衡技能。通过结构方程模型（SEM），研究了与运动能力以及与涉及体育活动行为、自我感知的体育素养、育儿和校园设计的特定基本运动技能类别的直接关联。
共有355名平均年龄为7.5岁且每天进行111.1分钟中等至剧烈身体活动（MVPA）的儿童参与。该组包括来自14所小学的51%的男孩和47%的女孩。大多数儿童处于运动能力发展阶段（71%），而处于具备运动能力水平的儿童每天进行MVPA的分钟数明显更多（123分钟对109分钟，p = 0.001）。此外，他们更频繁地在户外玩耍并参与更多由教练指导的体育活动。结果显示，父母的后勤支持不仅与男孩和女孩的总体运动能力有直接的正向关联，而且与大多数基本运动技能类别也有直接正向关联。然而，运动能力的相关因素在性别之间存在差异，并且在五个基本运动技能类别中呈现出不同的模式。虽然花在体育或教练/指导员主导的体育活动上的时间仅对男孩的运动能力以及移动、上身物体控制和平衡有显著的结构方程模型产生的直接影响，但校园的美学设计仅与女孩的运动能力以及相同的三个基本运动技能类别相关。多变量结构方程模型可以解释女孩运动能力方差的26%和男孩运动能力方差的30%。
这项探索性基线评估表明，无论性别如何，父母的后勤支持都是运动能力的重要相关因素。在影响运动能力和基本运动技能的生物心理社会生态相关因素方面存在明显的性别模式。尽管结果存在异质性，但我们的研究结果表明校园设计在支持儿童运动能力发展方面具有潜在作用，尤其是对女孩而言。
