运动幸福感:评估爱尔兰小学儿童基本运动技能干预的有效性、性别影响和教师忠诚的作用

IF 1.8 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Teaching in Physical Education Pub Date : 2023-01-01 DOI:10.1123/jtpe.2022-0192
Nathan Gavigan, J. Issartel, Cameron Peers, S. Belton
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引用次数: 0

摘要

目的:基本运动技能(FMS)的能力据称与增加体育活动的参与有关。然而,最近的研究表明,儿童对FMS的熟练程度很低。本研究的目的是评估教师忠诚对移动幸福井干预的效果、对性别的影响和影响。方法:对18所小学(n = 925,年龄7.55岁)进行干预。采用大肌肉运动发展测验(第三版)和Bruininks-Oseretsky运动能力测验(第2版)收集干预前后6项FMS和2项平衡技能的数据。结果:干预后FMS评分平均高于干预前,平均提高7.85分(23%)。双向协方差分析发现性别差异无统计学意义(p = 0.74),但教师忠诚有统计学意义(p = 0.000;中等效应)。结论:干预显著改善了儿童FMS,对男孩和女孩的效果相似。教师实施忠诚度对FMS改善有显著影响。
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Moving Well-Being Well: Evaluating the Efficacy, Impact on Gender, and Role of Teacher Fidelity of a Fundamental Movement Skill-Based Intervention in Irish Primary School Children
Purpose: Competence in fundamental movement skills (FMS) is purported to be linked with increased physical activity participation. Yet, recent research suggests a low level of FMS proficiency in children. The aim of this study was to evaluate the efficacy, impact on gender, and influence of teacher fidelity on the Moving Well-Being Well intervention. Method: The intervention was delivered in 18 primary schools (n = 925, Mage = 7.55 years). Data were gathered on six FMS and two balance skills pre- and postintervention using the Test of Gross Motor Development—Third Edition and Bruininks–Oseretsky Test of Motor Proficiency 2. Results: The mean postintervention FMS score was higher than preintervention, with a mean increase of 7.85 (23%). A two-way analysis of covariance found gender was not statistically significant (p = .74), but teacher fidelity was statistically significant (p = .000; moderate effect size). Conclusions: The intervention significantly improved children’s FMS, having a similar effect on boys and girls. Teacher fidelity of implementation had a significant impact on FMS improvement.
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来源期刊
Journal of Teaching in Physical Education
Journal of Teaching in Physical Education 社会科学-运动科学
CiteScore
4.20
自引率
21.40%
发文量
69
审稿时长
>12 weeks
期刊介绍: The Journal of Teaching in Physical Education (JTPE) features peer-reviewed research articles based on classroom and laboratory studies, descriptive and survey studies, summary and review articles, and discussion of current topics of interest to physical educators at every level. JTPE is endorsed by the Curriculum and Instruction Academy of the National Association for Sport and Physical Education and the International Association for Physical Education in Higher Education.
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