学龄前儿童基本动作技能干预研究的Meta分析

A Meta-Analysis of Fundamental Movement Skills Intervention Studies in Preschool Children

DOI：10.12064/ssr.20220109

英文关键词:fundamental movement skills preschool children meta-analysis exercise intervention

基金项目:

作者	单位
白梦圆	温州大学体育与健康学院,浙江温州 325005
林楠	浙江大学,浙江杭州 310012
黄聪	浙江大学,浙江杭州 310012
徐勇进	浙江大学,浙江杭州 310012
温煦	浙江大学,浙江杭州 310012

摘要点击次数: 1772

全文下载次数: 1543

中文摘要:

目的:系统评价近十年内应用粗大动作发展测试(TGMD)的国内外学龄前儿童运动干预后的基本动作技能(FMS),包括位移技能(LMS)和物体控制技能(OC)。方法:通过Web of Science、PubMed、中国知网数据库检索201 0.年 1.月 1.日至202 1.年 2.月2 5.日学龄前儿童基本动作技能干预的相关中英文文献,由 2.名作者对文献进行筛选、数据提取、质量评估,采用Review Manager 5.3.软件进行Meta分析与敏感性分析,采用Stata13.0.软件进行Meta回归分析与发表偏倚,共纳入1 5.项研究,包括干预组89 3.例、对照组68 7.例。Meta分析结果显示:运动干预对提高学龄前儿童位移技能和物体控制技能均具有显著影响。亚组分析结果显示:运动干预周期为5~1 5.周、干预频率为2~ 3.次/周、干预时间为20~5 0.min,采用结构化运动课程的干预效果良好。Meta回归分析结果显示:运动干预总时间对学龄前儿童LMS具有负向影响且差异具有显著性,表明随运动干预总时间的增加,干预效果降低。结论:运动干预对于提高学龄前儿童基本动作技能具有显著作用。建议后续研究对运动干预进行合理的控制和评估,进一步探索有效运动干预的关键特征

英文摘要:

Purpose: To systematically evaluate the fundamental movement skills (FMS) of preschool children at home and abroad after exercise intervention, including locomotor skills (LMS) and object control skills (OC) evaluated by Test of Gross Motor Development (TGMD) in the past 10 years. Methods: Web of Science, Pub Med, and CNKI databases were used to retrieve relevant Chinese and English literature on fundamental movement skills intervention for preschool children from January 1, 2010 to February 25, 2021, and two authors did literature screening, data extraction and quality evaluation. Review Manager 5.3 software was used for Meta analysis and sensitivity analysis, and Stata 13.0 software was used for Meta regression analysis and publication bias. A total of 15 studies were included in this study, including 893 cases in the experimental group and 687 cases in the control group. Results: Meta analysis results show that exercise intervention can significantly improve both locomotor skills of the preschool children. The results of subgroup analysis showed that the exercise intervention period was 5~15 weeks, the intervention frequency was 2-3 times/week, the intervention time was 20~50 minutes, and the intervention effect of the structured exercise curriculum was good. The results of Meta regression analysis showed that the total time of exercise intervention had a negative impact on preschool children's LMS and the difference was significant, indicating that as the total time of exercise intervention increased, the intervention effect decreased. Conclusion: Exercise intervention has a significant effect on improving the fundamental movement skills of preschool children. It is recommended that follow-up studies conduct reasonable control and evaluation of exercise intervention, and the key features of effective exercise intervention be further explored.

查看全文查看/发表评论下载PDF阅读器

关闭