Faculty of Physical Education, Hainan Normal University, Haikou, 5771158, China.
Faculty of Associated Medical Sciences, KhonKaen University, KhonKaen, 40002, Thailand.
BMC Public Health. 2024 Sep 4;24(1):2407. doi: 10.1186/s12889-024-19895-8.
The global prevalence of overweight and obesity in children under the age of five has emerged as a significant issue in recent years. Physical activity and fitness among children and adolescents have declined globally in the past few decades. Studies have indicated a link between levels of physical activity and cognitive performance in preschool children.
This quasi-experimental study investigated the effects of three different types of physical education programmes on the physical fitness and emotional competence of 239 preschoolers(mean age = 5.49 ± 0.60 years, 54.4% boys)in Haikou, China. The preschoolers were grouped based on which programme they were assigned to: the "Hello Sunshine" ball skills programme (HS group), ordinary physical education (OPE group), and free play (FP group). The "Hello Sunshine" ball skills programme used both a structured curriculum design and autonomous activity selection during outdoor time., which were conducive to children's physical fitness.The National Physical Fitness Measurement Standards Manual and the shortened version of the Social Competence and Behavior Evaluation Scale (SCBE-30) were used to assess physical fitness and emotional competence, respectively. These assessments were conducted both before and after the ten-week intervention period. The analysis utilised a mixed-effects model for physical fitness and a mixed-model ANOVA for the SCBE data.
The HS group and OPE group demonstrated significantly improvement in the standing long jump, 10-m shuttle run and balance beam walking than the FP group; meanwhile, only anxious-withdrawal levels showed a significant grouping effect and group-by-time interaction effect. After the intervention, both the HS group and the FP group showed significantly lower scores for anxiety compared to the OPE group, with no significant difference observed between the HS and FP groups.
The results suggested that structured ball skills programmes may promote physical fitness and reduce anxiety. The integration of effective physical exercise programmes into preschool curricula holds the potential for promoting holistic development.
近年来，五岁以下儿童超重和肥胖的全球患病率已成为一个重大问题。在过去几十年中，儿童和青少年的身体活动和健康状况在全球范围内有所下降。研究表明，身体活动水平与学龄前儿童的认知表现之间存在关联。
本准实验研究调查了三种不同类型的体育教育计划对 239 名学龄前儿童（平均年龄=5.49±0.60 岁，54.4%为男孩）身体健身和情绪能力的影响，这些儿童来自中国海口。根据他们所参加的计划将他们分组：“你好阳光”球技计划（HS 组）、普通体育课（OPE 组）和自由玩耍（FP 组）。“你好阳光”球技计划在户外活动中同时使用结构化课程设计和自主活动选择，这有利于儿童的身体健康。使用《国民体质测定标准手册》和《社会能力与行为评价量表》（SCBE-30）的简短版本分别评估身体健身和情绪能力，这些评估在十周干预期前后进行。使用混合效应模型分析身体健身数据，使用混合模型方差分析（ANOVA）分析 SCBE 数据。
与 FP 组相比，HS 组和 OPE 组在站立跳远、10 米折返跑和平衡木行走方面表现出显著提高；同时，只有焦虑退缩水平显示出显著的分组效应和组间时间交互效应。干预后，HS 组和 FP 组的焦虑得分均显著低于 OPE 组，而 HS 组和 FP 组之间没有显著差异。
结果表明，结构化球技计划可能促进身体健康并减轻焦虑。将有效的体育锻炼计划纳入学前课程中，有可能促进整体发展。
