Impact of situational sport games on gross movements and social development among children aged 4-5 years old
10.16835/j.cnki.1000-9817.2021.08.023
- VernacularTitle:情境体育游戏对幼儿粗大动作及社会性发展的影响
- Author:
WEN Ruixiang, JIANG Guiping, ZHAO Panchao, BIN Xiaoliang, DONG Jia
1
Author Information
1. Beijing Normal University College of P.E. and Sports, Beijing (100875), China
- Publication Type:期刊文章
- Keywords:
Growth and development;
Sports;
Intervention studies;
Child
- From:
Chinese Journal of School Health
2021;42(8):1220-1224
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the impact of situational sport games on gross movement and social development among children aged 4-5 years, and to provide references for promoting the healthy development of preschool children.
Methods:Seventy one children aged 4-5 were randomly selected from one public kindergarten in Beijing during Apr. to Jul. of 2019 and were randomly divided into experimental group ( n =36, 8 week situational sports game intervention) and control group ( n =35, regular learning and playing). The Test of Gross Motor Development (TGMD-3) and social development scale for children aged 3-9 were used to assess gross movement and social development, respectively, which were then compared and analyzed.
Results:Before intervention, the total score of gross motor development[intervention group (42.63±7.62), control group (43.00±9.16)] and social development[intervention group (211.88±6.68), control group (212.71±9.80)] showed no significant differences between the two groups( t =-0.18，-0.37， P >0.05). After intervention, increases in gross motor development[intervention group (67.80±9.80), control group (45.68±9.47)] and social development level[intervention group (228.30±6.37), control group (214.71±8.65)] were observed in both groups( t =25.82，3.22；15.90，2.13， P <0.05), with gross movement and social development scores higher in intervention group than that of the control group( t =9.66，7.54， P <0.05).
Conclusion:8 week situational sports games can promote gross movement and social development of 4-5 year old children. It is suggested that interventions to promote early childhood development should be aware of multiple dimensions of development.
