Improving Support for Children's Fundamental Movement Skill Development in the Early Years.

改善对儿童早期基本运动技能发展的支持。

• 批准号: 2886399
• 金额: --
• 依托单位: University of Leeds
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2023
• 资助国家: 英国
• 起止时间: 2023 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2886399
• 关键词: Improving; Support; Children; Fundamental; Movement

What Is Known:Less than half of children in England are doing 60 minutes of physical activity (PA) a day, which is the WHO recommended amount (Sports England, 2022). A key foundation to engaging in PA is the development of fundamental movement skills (FMS), which are the foundational "building block" motor skills that are critical for children's development of more sport-specific skills in later life. FMS encompass locomotor (e.g., running), object manipulation (e.g., throwing) and stability (e.g., balance) skills (Rudd et al., 2015). The Early Years (EY; ages 3-5 years old) are a particularly important time for FMS development, as this is a key window for learning these skills (Lingam et al., 2012). This argues for making FMS development a particular priority within EYs education.Giving Early Years Practitioners (EYPs; adults working with children aged 0-5 years in the private, voluntary, and independent EYs sector) the tools to identify and support development is crucial, as there are major later consequences of poor FMS development in the EYs, including negative effects on a child's educational, health and wellbeing outcomes (Barnett et al., 2021; Li, Kawn & Cairney, 2019; Macdonald et al., 2018). Therefore, making sure initial FMS learning is effective first time around is vital because it gives the best chance of avoiding long-term burdens and the need for remedial interventions later. There are also real concerns about FMS ability in the UK, as studies have shown that school children are not meeting the motor skill expectations set (Duncombe and Preddy, 2021; Duncan et al., 2022a; Haynes, 2016), with the COVID-19 pandemic likely to have further worsened this trend (Guan et al., 2020).What Is Not Known:There is a lack of research into the barriers and facilitators to FMS assessment and intervention in the Early Years, as well as a lack of tools that are feasible for monitoring FMS levels in schools and pre-school settings. For example, a lack of staff training and confidence in helping children develop their FMS has been reported (Duncan et al., 2022b), along with little to no perceived understanding of FMS (Duncan et al., 2022b; Eddy et al., 2021). Although identification and support for FMS is more evidence-based in later education, below 5 years of age, EYPs have limited tools to assess FMS development, and evidence-based approaches for supporting FMS development are also limited. For example, as part of the Early Years Foundation Stage Profile (EYFSP), teachers record only a single subjective judgment of whether they feel a child's 'moving and handling' skills are 'above', 'at', or 'below' expectation in their first year of formal schooling (Department for Education, 2018).Therefore, this PhD aims to take a rigorous, evidence-based approach to supporting children's FMS development in the EYs, via improving both assessment and support. This will be done via four, inter-linking studies, proposed below.Study 1: Systematically review the evidence base for EYs motor skill interventions, using these findings to work with an industry partner ('50 Things To Do Before You're 5') to ensure evidence-based practice is incorporated into their mobile app that provides information, guidance and supporting resources to parents of children in their EYs.Study 2: Through partnership with a (Department for Education funded) Early Years Stronger Practice hub, qualitative research will be undertaken with Early Years Practitioners and families to identify the barriers and facilitators to assessing and supporting FMS development in the EYs.Study 3: Adapt a free, evidence-informed, school-based FMS assessment tool (FUNMOVES) and evaluate its validity for use in EYs settings. This will empower EYPs to identify children with FMS difficulties earlier.Study 4: Formally evaluate and modify (if necessary) an intervention for improving children's FMS in the EYs, which has shown initial promise in pilot studies in the US

已知情况：不到一半的英格兰儿童每天进行60分钟的体育活动（PA），这是世界卫生组织推荐的量（Sports England，2022）。参与PA的一个关键基础是基本运动技能（FMS）的发展，这是基本的“积木”运动技能，对儿童在以后的生活中发展更多的运动技能至关重要。FMS包括运动（例如，运行），对象操纵（例如，投掷）和稳定性（例如，平衡）技能（Rudd等人，2015年）。早年（EY;年龄3-5岁）是FMS发展的特别重要的时间，因为这是学习这些技能的关键窗口（Lingam等人，2012年）。这就要求将FMS的发展作为EYs教育的一个特别优先事项。（EYPs;在私立、自愿和独立的幼儿园部门从事0-5岁儿童工作的成年人），识别和支持发展的工具至关重要，因为幼儿园FMS发展不良会产生重大后果，包括对儿童教育的负面影响，健康和幸福结果（巴内特等人，2021; Li，Kawn & Cairney，2019; Macdonald等人，2018年）。因此，确保最初的FMS学习是有效的第一次是至关重要的，因为它提供了最好的机会，避免长期的负担和需要补救干预后。在英国，也存在对FMS能力的真实的担忧，因为研究表明，学龄儿童没有达到运动技能期望集（Duncombe和Preddy，2021;邓肯等人，2022 a; Haynes，2016），COVID-19大流行可能进一步恶化了这一趋势（Guan et al.，2020).未知：缺乏对早期FMS评估和干预的障碍和促进因素的研究，以及缺乏在学校和学前环境中监测FMS水平的可行工具。例如，据报道，在帮助儿童发展他们的FMS方面缺乏工作人员培训和信心（邓肯等人，2022 b），沿着很少或根本不了解FMS（邓肯等人，2022 b; Eddy等人，2021年）。虽然FMS的识别和支持在5岁以下的后期教育中更加循证，但EYP评估FMS发展的工具有限，支持FMS发展的循证方法也有限。例如，作为早期基础阶段概况（EYFSP）的一部分，教师只记录一个单一的主观判断，即他们认为孩子的“移动和处理”技能在第一年的正规教育中是“高于”、“达到”还是“低于”预期（教育部，2018年）。因此，这个博士旨在采取严格的，以证据为基础的方法来支持儿童的FMS发展在EYs，通过改进评估和支持。这将通过四个相互关联的研究来完成，如下所述。研究1：系统地回顾EY运动技能干预的证据基础，使用这些发现与行业合作伙伴合作（“5岁之前要做的50件事”），以确保将循证实践纳入其移动的应用程序中，该应用程序为儿童的父母提供信息、指导和支持资源。研究2：通过与（教育部资助）早期更强的实践中心的伙伴关系，定性研究将与早期从业者和家庭进行，以确定评估和支持FMS在EYs.Study 3发展的障碍和促进因素：适应一个免费的，循证的，以学校为基础的FMS评估工具（FUNMOVES），并评估其在EYs设置中使用的有效性。研究4：正式评估和修改（如有必要）一项干预措施，以改善学龄前儿童的FMS，该措施在美国的试点研究中初步显示出希望