Andrew Sortwell, Kate O'Brien, Aron Murphy, Rodrigo Ramirez-Campillo, Benjamin Piggott, Gregory Hine, Michael Newton
{"title":"以负重为基础的结构化游戏积极休息对小学生基本运动技能、肌肉健康、自我认知和实际行为的影响。","authors":"Andrew Sortwell, Kate O'Brien, Aron Murphy, Rodrigo Ramirez-Campillo, Benjamin Piggott, Gregory Hine, Michael Newton","doi":"10.5114/biolsport.2024.132991","DOIUrl":null,"url":null,"abstract":"<p><p>This study examined the effects of plyometric-based structured game active breaks on fundamental movement skills (FMS), muscular fitness, student self-perception, and teacher's rating of actual behaviour in Grade 3 and 4 students. Primary school children aged 8-10 years old, from four classes, were cluster-randomly assigned to an intervention group (IG) (<i>n</i> = 54) or a control group (CG) (<i>n</i> = 48). The IG participated in structured plyometric-based game active breaks for 7-10 minutes daily, for six consecutive weeks. The CG resumed their regular daily school routine. FMS were assessed with the Canadian Agility Movement Skills Assessment test, and muscular fitness with the standing long jump (SLJ), countermovement jump (CMJ), and seated medicine ball chest throw tests. The Self-Perception Profile for Children and the Teacher's Rating Scale of Child's Actual Behaviour assessed student self-perception and teacher's perception of student actual behaviour, respectively. A significant (<i>p</i> < 0.01) interaction group by time was observed, with greater improvements in the IG compared to the CG in FMS (%diff = 13.11, ƞp<sup>2</sup> = 0.12), SLJ (%diff = 6.67, ƞp<sup>2</sup> = 0.02), seated medicine ball chest throw (%diff = 4.69, ƞp<sup>2</sup> = 0.08), student social self-perception (%diff = 9.31, ƞp<sup>2</sup> = 0.10), student scholastic self-perception (%diff = 7.27, ƞp<sup>2</sup> = 0.10), and teacher perception of student social competence (%diff = 8.31, ƞp<sup>2</sup> = 0.05). No difference (<i>p</i> > 0.05) was found in other variables. Integrating plyometric-based structured game active breaks into primary school settings evidenced improvement in FMS, muscular fitness, student self-perception, and teacher's rating of student actual behaviour.</p>","PeriodicalId":55365,"journal":{"name":"Biology of Sport","volume":"41 3","pages":"69-78"},"PeriodicalIF":4.2000,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11167464/pdf/","citationCount":"0","resultStr":"{\"title\":\"Effects of plyometric-based structured game active breaks on fundamental movement skills, muscular fitness, self-perception, and actual behaviour in primary school students.\",\"authors\":\"Andrew Sortwell, Kate O'Brien, Aron Murphy, Rodrigo Ramirez-Campillo, Benjamin Piggott, Gregory Hine, Michael Newton\",\"doi\":\"10.5114/biolsport.2024.132991\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>This study examined the effects of plyometric-based structured game active breaks on fundamental movement skills (FMS), muscular fitness, student self-perception, and teacher's rating of actual behaviour in Grade 3 and 4 students. Primary school children aged 8-10 years old, from four classes, were cluster-randomly assigned to an intervention group (IG) (<i>n</i> = 54) or a control group (CG) (<i>n</i> = 48). The IG participated in structured plyometric-based game active breaks for 7-10 minutes daily, for six consecutive weeks. The CG resumed their regular daily school routine. FMS were assessed with the Canadian Agility Movement Skills Assessment test, and muscular fitness with the standing long jump (SLJ), countermovement jump (CMJ), and seated medicine ball chest throw tests. The Self-Perception Profile for Children and the Teacher's Rating Scale of Child's Actual Behaviour assessed student self-perception and teacher's perception of student actual behaviour, respectively. A significant (<i>p</i> < 0.01) interaction group by time was observed, with greater improvements in the IG compared to the CG in FMS (%diff = 13.11, ƞp<sup>2</sup> = 0.12), SLJ (%diff = 6.67, ƞp<sup>2</sup> = 0.02), seated medicine ball chest throw (%diff = 4.69, ƞp<sup>2</sup> = 0.08), student social self-perception (%diff = 9.31, ƞp<sup>2</sup> = 0.10), student scholastic self-perception (%diff = 7.27, ƞp<sup>2</sup> = 0.10), and teacher perception of student social competence (%diff = 8.31, ƞp<sup>2</sup> = 0.05). No difference (<i>p</i> > 0.05) was found in other variables. Integrating plyometric-based structured game active breaks into primary school settings evidenced improvement in FMS, muscular fitness, student self-perception, and teacher's rating of student actual behaviour.</p>\",\"PeriodicalId\":55365,\"journal\":{\"name\":\"Biology of Sport\",\"volume\":\"41 3\",\"pages\":\"69-78\"},\"PeriodicalIF\":4.2000,\"publicationDate\":\"2024-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11167464/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Biology of Sport\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.5114/biolsport.2024.132991\",\"RegionNum\":2,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2023/12/21 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q1\",\"JCRName\":\"SPORT SCIENCES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Biology of Sport","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.5114/biolsport.2024.132991","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2023/12/21 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"SPORT SCIENCES","Score":null,"Total":0}
Effects of plyometric-based structured game active breaks on fundamental movement skills, muscular fitness, self-perception, and actual behaviour in primary school students.
This study examined the effects of plyometric-based structured game active breaks on fundamental movement skills (FMS), muscular fitness, student self-perception, and teacher's rating of actual behaviour in Grade 3 and 4 students. Primary school children aged 8-10 years old, from four classes, were cluster-randomly assigned to an intervention group (IG) (n = 54) or a control group (CG) (n = 48). The IG participated in structured plyometric-based game active breaks for 7-10 minutes daily, for six consecutive weeks. The CG resumed their regular daily school routine. FMS were assessed with the Canadian Agility Movement Skills Assessment test, and muscular fitness with the standing long jump (SLJ), countermovement jump (CMJ), and seated medicine ball chest throw tests. The Self-Perception Profile for Children and the Teacher's Rating Scale of Child's Actual Behaviour assessed student self-perception and teacher's perception of student actual behaviour, respectively. A significant (p < 0.01) interaction group by time was observed, with greater improvements in the IG compared to the CG in FMS (%diff = 13.11, ƞp2 = 0.12), SLJ (%diff = 6.67, ƞp2 = 0.02), seated medicine ball chest throw (%diff = 4.69, ƞp2 = 0.08), student social self-perception (%diff = 9.31, ƞp2 = 0.10), student scholastic self-perception (%diff = 7.27, ƞp2 = 0.10), and teacher perception of student social competence (%diff = 8.31, ƞp2 = 0.05). No difference (p > 0.05) was found in other variables. Integrating plyometric-based structured game active breaks into primary school settings evidenced improvement in FMS, muscular fitness, student self-perception, and teacher's rating of student actual behaviour.
期刊介绍:
Biology of Sport is the official journal of the Institute of Sport in Warsaw, Poland, published since 1984.
Biology of Sport is an international scientific peer-reviewed journal, published quarterly in both paper and electronic format. The journal publishes articles concerning basic and applied sciences in sport: sports and exercise physiology, sports immunology and medicine, sports genetics, training and testing, pharmacology, as well as in other biological aspects related to sport. Priority is given to inter-disciplinary papers.