Madu Glory, Kwong Victoria, Calic Dusan, Cleworth Taylor, Belcastro Angelo
School of Kinesiology and Health Science, Faculty of Health, York University, Toronto, ON M3J 1P3, Canada.
Muscle Health Research Centre, Faculty of Health, York University, Toronto, ON M3J 1P3, Canada.
Children (Basel). 2025 Jun 19;12(6):805. doi: 10.3390/children12060805.
Active play has been proposed to complement school-based physical activity (PA) and promote increased movement-related activities relevant for the development of motor competence. Guided active play (GAP) paired with cooperative games provides sufficient moderate-to-vigorous physical activity (MVPA) to improve motor competence for younger children. Whether guided active play exhibits physical activity outputs that are related to motor competence is uncertain. This study assessed the strength of relationships between play-based physical activity and movement skills by comparing linear regression and chi-square analyses. Forty-two children (Mage = 8.8 ± 0.8 years) participated in a community center program. PA was measured via accelerometry for GAP, alongside assessments of anthropometrics, fitness (leg power, strength, VOmax), and FMS (Test of Gross Motor Development-2). Multiple linear regression analysis examined reciprocal relationships. Chi-square and cross-tabulations analyzed categorical variables based on lab percentiles (low < 33%, high > 66%) for PA energy expenditure (PAEE), intensity (MVPA), FMS, and fitness. GAP MVPA and object control skills (OC) showed positive reciprocal pathways (β = 0.308, β = 0.394; ≤ 0.05). VOmax predicted MVPA (β = 0.408; < 0.01), with leg power related to PAEE (β = 0.456; ≤ 0.01). Chi-square analysis revealed significant associations between high OC skills and high PAEE (X = 15.12, ≤ 0.05), and high individual average scores of OC with high MVPA (X = 11.90, < 0.05. The high performance of AP and LP was associated with MVPA and PAEE, respectively. Findings support a positive feedback loop between MVPA and OC skills for GAP. GAP is an effective strategy for program interventions for children 8 to 10-year old.
积极玩耍被提议作为校内体育活动（PA）的补充，以促进与运动能力发展相关的更多运动类活动。有指导的积极玩耍（GAP）与合作游戏相结合，可为年幼儿童提供足够的中等至剧烈身体活动（MVPA），以提高其运动能力。有指导的积极玩耍是否能产生与运动能力相关的身体活动输出尚不确定。本研究通过比较线性回归和卡方分析，评估了基于玩耍的身体活动与运动技能之间关系的强度。42名儿童（平均年龄=8.8±0.8岁）参与了一项社区中心项目。通过加速度计测量GAP的身体活动情况，同时进行人体测量、体能（腿部力量、力量、最大摄氧量）和FMS（大肌肉动作发展测试-2）评估。多元线性回归分析检验了相互关系。卡方分析和交叉表基于PA能量消耗（PAEE）、强度（MVPA）、FMS和体能的实验室百分位数（低<33%，高>66%）分析分类变量。GAP的MVPA与物体控制技能（OC）显示出正的相互作用途径（β=0.308，β=0.394；P≤0.05）。最大摄氧量预测MVPA（β=0.408；P<0.01），腿部力量与PAEE相关（β=0.456；P≤0.01）。卡方分析显示，高OC技能与高PAEE之间存在显著关联（X=15.量12，P≤0.05），以及高OC个体平均得分与高MVPA之间存在显著关联（X=11.90，P<0.05）。AP和LP的高表现分别与MVPA和PAEE相关。研究结果支持GAP的MVPA与OC技能之间存在正反馈循环。GAP是针对8至10岁儿童进行项目干预的有效策略。
