Run, jump, throw and catch: How proficient are children attending English schools at the fundamental motor skills identified as key within the school curriculum?
Run, jump, throw and catch: How proficient are children attending English schools at the fundamental motor skills identified as key within the school curriculum?
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DOI：
10.1177/1356336x19888953
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发表时间：
2019-12-23
影响因子：
3.4
通讯作者：
Eyre, Emma L. J.
中科院分区：
文献类型：
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作者：
Duncan, Michael J.;Roscoe, Clare M. P.;Eyre, Emma L. J.
本研究探讨了熟练程度的基本运动技能（FMS）在关键阶段1和2的英语学校系统的儿童。492名6-9岁的儿童（245名男孩，247名女孩）参加了这项研究，他们来自二年级（n = 130），三年级（n = 154）和四年级（n = 208）。使用粗大运动发育测试-2评估跑、跳、投掷和接球的FMS。确定了掌握或接近掌握这些技能的儿童的比例。在整个样本中，18.5%（n = 91）没有达到掌握任何四种技能。相似的比例（18.7%，n = 92）在本研究中检查的所有四个FMS中达到掌握。二年级儿童掌握所有四项技能的比例（0%）低于三年级（24%）和四年级（25%）。掌握所有四门基本数学的男生（25.7%）多于女生（11.7%）。还检查了技能表现中的个人行为成分。本研究的结果强调，不到五分之一的6-9岁的儿童掌握了体育（PE）课程确定的四个关键FMS，尽管有发展潜力，成为基本上有能力的6岁。培养FMS发展的积极轨迹提出了一个挑战，体育专家之间的关联FMS掌握在儿童和身体活动，体重状况和健康。
This study examined proficiency levels in fundamental motor skills (FMS) in children within Key Stage 1 and 2 of the English school system. Four hundred and ninety-two children aged 6-9 Years old (245 boys, 247 girls) from school Years Two (n = 130), Three (n = 154) and Four (n = 208) participated in this study. FMS for the run, jump, throw and catch were assessed using the Test of Gross Motor Development - 2. The proportion of children who achieved mastery or near mastery of the skills was determined. For the whole sample, 18.5% (n = 91) did not achieve mastery in any of the four skills. A similar proportion (18.7%, n = 92) achieved mastery in all four of the FMS examined in this study. The proportion of children achieving mastery of all four skills was lower for Year Two children (0%) compared to children in years Three (24%) and Four (25%). More boys (25.7%) achieved mastery in all four of the FMS compared to girls (11.7%). Individual behavioural components in skill performance were also examined. The results of the present study highlight that less than one-fifth of children aged 6-9 years old have mastered the four key FMS identified by the physical education (PE) curriculum despite having the developmental potential to become fundamentally competent by six years of age. Fostering positive trajectories of FMS development presents a challenge for PE specialists given the association between FMS mastery in childhood and physical activity, weight status and health.