Effectiveness analysis of movement education on the development of fundamental motor skills in preschool children
10.16835/j.cnki.1000-9817.2025181
- VernacularTitle:动作教育理念对幼儿基本动作技能促进的效果分析
- Author:
JIAO Xibian, JIANG Guiping, DUAN Dongmei, PAN Jinxian
1
Author Information
1. Department of Physical Education, China University of Petroleum (East China), Qingdao 266580, Shandong Province, China
- Publication Type:Journal Article
- Keywords:
Motor activity;
Motor skills;
Intervention studies;
Health promotion;
Child,preschool
- From:
Chinese Journal of School Health
2025;46(7):946-949
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To understand the influence of the concept of movement education on the fundamental motor skills of preschool children aged 3-6, so as to provide a reference for improving the quality of preschool education and promoting the all round development of preschool children.
Methods:From August 2022 to June 2023, 592 normally developing preschool children aged 3- 6 in a certain kindergarten in Qingdao were selected as the research objects by convenience sampling. They were randomly divided into the intervention group (physical education activities designed based on the concept of movement education) and the control group (original teaching plan). The intervention lasted for 24 weeks (twice a week, 40 minutes each time). Test of Gross Motor Development-2 (TGMD-2) was used to evaluate the children s gross motor skills, and repeated measures analysis of variance was used to analyze the data of the two groups before and after the intervention.
Results:Except for running and kicking, the group main effects ( F group =18.78-104.77), time main effects( F time =243.23-3 003.19), and other interactive effects between group and time ( F group×time =14.01-322.91) were of statistical significances for gross motor, movement motor, manipulative motor and each sub indicator between intervention group and control group. Further simple effect analysis results showed that, before intervention, there were no statistically significant differences in the total scores of gross motor (48.95±10.65,45.87±10.98), movement motor ( 25.93± 7.31,23.46±7.32) and manipulative motor (23.15±4.40,22.40±4.69) between the intervention group and the control group ( F=3.69, 2.94, 1.90, P >0.05); and two goups were also found of no statistical significance in the each sub indicator of movement and manipulative motor ( F=0.01-3.58, P >0.05); after intervention, the total scores of gross motor, movement motor, and manipulative motor in the intervention group (75.92±9.48, 38.12±5.40, 37.80±4.92) were all better than those in the control group ( 59.52± 12.12, 30.71±7.47, 28.81±5.54) ( F =168.15, 97.58, 210.71), and the total indicators of both goups had better scores than those before the intervention ( F intervention = 3 498.90 , 1 438.27, 2 431.24; F control =545.58, 309.18, 283.29)(all P <0.01); after intervention, the intervention group had better scores in all sub indicators (except for running and kicking) than the control group ( F =43.57-297.71), and the each sub indicator of both goups had better scores than those before the intervention ( F intervention = 300.58-858.65; F control =12.28-135.64)(all P <0.01).
Conclusion:Physical education activities designed based on the concept of movement education could better promote the development of children s fundamental motor skills.
