运动环境设计对幼儿基本动作技能的影响

叶悦; 宁科; 上官纯子; 杜安龙; 李章涛

doi:10.16835/j.cnki.1000-9817.2023.07.022

运动环境设计对幼儿基本动作技能的影响

doi: 10.16835/j.cnki.1000-9817.2023.07.022

叶悦¹,
宁科^{1, 2, ,},
上官纯子¹,
杜安龙¹,
李章涛¹

1.
陕西师范大学体育学院，西安 710119
2.
陕西省儿童青少年体育研究中心

基金项目:

国家社会科学基金项目 22BTY051

详细信息

作者简介:
叶悦(1998-)，女，安徽滁州人，在读硕士，主要研究方向为儿童体质健康促进

通讯作者:
宁科，E-mail：ningke@snnu.edu.cn

利益冲突声明 所有作者声明无利益冲突。
中图分类号: G804.49 G804.22 R179
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出版历程
- 收稿日期: 2023-02-09
- 修回日期: 2023-05-04
- 网络出版日期: 2023-07-25
- 刊出日期: 2023-07-25

Effects of sports environment design on children's fundamental movement skills

1.
School of Physical Education, Shaanxi Normal University, Xi'an(710119), China

摘要

摘要: 目的基于Newell的约束模型, 探索运动环境设计对幼儿基本动作技能的影响, 为促进幼儿动作发展、开展体育活动提供理论和实践指导。方法于2022年3-6月, 采用整群抽样方法选取西安市某私立幼儿园153名典型发育的幼儿为实验对象, 随机分配到常规活动组、运动分区A组、运动分区B组, 进行为期12周(每周2次, 每次1 h)的实验干预。其中, 常规活动组根据幼儿园计划进行常规体育活动, 运动分区A组在运动分区后参与日常体育活动, 运动分区B组在运动分区后进行结构化与自主性体育活动。采用幼儿园基本动作技能量表(MOBAK-KG)对受试幼儿进行测试, 采用χ²检验、单因素方差分析和重复测量方差分析检验运动环境设计对幼儿基本动作技能的影响。结果实验后, 幼儿的操作性技能、移动性技能、基本动作技能成绩有所提高, 前后测得分差异均有统计学意义(P值均 < 0.01);组别与测试时间在幼儿的基本动作技能上交互作用有统计学意义[F_{(2, 150)}=113.07, P < 0.01, η²=0.60], 运动分区B组幼儿的基本动作技能后测得分(12.08±1.82)高于运动分区A组(10.71±2.56)、常规活动组(8.57±4.16)。结论约束模型视域下运动环境设计能有效促进幼儿的基本动作技能发展。幼儿园、家庭和社区应协调共育, 促进幼儿基本动作技能发展。
- 运动活动 /
- 环境 /
- 运动技能 /
- 方差分析 /
- 儿童, 学龄前
Abstract: Objective Based on Newell's Model of Constraints, the present study aims to explore the effects of sports environment design on children's fundamental movement skills, and to provide certain theoretical and practical guidance for promoting children's movement development and carrying out sports activities. Methods From March to June 2022, using the method of cluster sampling, 153 typical developmental children from a private kindergarten in Xi'an were selected, and were randomly assigned to the regular activity group, sports division A group, and sports division B group for a period of 12 weeks (twice a week, 1 hour each time) experimental intervention.Among them, the regular activity group engaged in regular physical activities according to the kindergarten plan; the sports division A group participated in daily physical activities after the sports division; and the sports division B group engaged in structured and autonomous physical activities after the sports division.Motorische Basiskompetenzen in Kindergarten (MOBAK-KG) scale was used to assess the level of fundamental movement skills.Chi-square test, one-way analysis of variance and repeated measures analysis of variance were used to test the effects of sports environment design on children's fundamental movement skills. Results After the experiment, children's manipulative skills, mobility skills, and fundamental movement skills improved significantly (P < 0.01);group and test time had a significant interaction on children's fundamental movement skills[F_{(2, 150)}=113.07, P < 0.01, η²=0.60], the posttest score of fundamental movement skills of children in group B of sports division (12.08±1.82) was significantly higher than that of group A of sports division (10.71±2.56), regular activity group (8.57±4.16). Conclusion The sports environment design under the constraint model perspective can effectively promote the development of children's fundamental movement skills.Kindergartens, families and communities should coordinate to promote the development of children's fundamental movement skills.
- Motor activity /
- Environment /
- Motor skills /
- Analysis of variance /
- Child, preschool
注释:

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表 1 约束模型视域下运动环境设计影响幼儿基本动作技能的结构要素

Table 1. The structural elements of sports environment design affecting children's fundamental movement skills from the perspective of constraint model

要素	分类	内容构成
个体	生理结构	性别、年龄、身高、体重
	心理功能	兴趣、动机、偏好、习惯
环境	物理	运动分区(场地、路线、器材、规格、材质)
		外部感知刺激(组织、指导、要求、反馈)
	社会文化	运动环境设计的理念、原则、文化、教育主张
任务	动作目的	移动性、操作性和稳定性动作
	任务规则	结构化与自主性体育活动整合循环练习
	器材设备	固定器械与移动器械组合，体积、分类与布设要求

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表 2 MOBAK-KG基本动作技能测试流程

Table 2. Test flow of fundamental movement skills of MOBAK-KG

维度	动作名称	动作说明	评分标准	测试次数	器材
操作性技能	投掷	幼儿站在标记线后向目标投掷，每击中一次目标得1分。	测试6次：0~2次得0分；3~4次得1分；5~6次得2分	6	6个网球、1个投掷靶(直径40 cm)
	接捕	幼儿和测试人员面对面站立，测试人员将篮球抛向中间标记点，使球反弹，幼儿用双手接球。		6	1个小篮球(直径17 cm)、1个标志杆
	手拍球	幼儿至少连续5次拍、接球，球不能失去控制。		2	1个排球
	脚运球	幼儿从起点出发脚运球绕过障碍物到达终点，过程中不能用手触球。		2	1个足球(350 g)、4个角锥
移动性技能	平衡木	幼儿从平衡木起点走向终点，再由终点倒退行走至起点结束；中途不能从平衡木上掉落。	测试2次：0次得0分，1次得1分，2次得2分	2	1根平衡木(长3.2 m)
	前滚翻	幼儿从斜面高处向下团身做前滚翻，完成后双脚站立。		2	2块体操垫、1块海绵垫
	单脚跳	幼儿从起点出发单脚连续向前跳至终点，再转身由终点跳回起点。		2	4个角锥
	跑步	幼儿连续向前、倒退跑2次，中间没有中断；站在起始线上，跑至终点必须用手触碰墙面，倒退越过起始线后视为结束。		2	6个角锥

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表 3 不同组别受试幼儿基线信息比较(x±s)

组别	人数	年龄/岁	身高/cm	体重/kg	BMI/(kg·m^-2)
常规活动组	51	5.38±0.50	116.76±5.09	21.32±3.00	15.53±1.35
运动分区A组	51	5.40±0.50	116.54±4.55	21.60±2.79	15.82±1.20
运动分区B组	51	5.37±0.49	115.78±4.23	21.13±2.53	15.73±1.20
F值		0.05	0.63	0.37	0.73
P值		0.95	0.54	0.69	0.48

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表 4 幼儿基本动作技能的干预效果(x±s)

Table 4. Intervention effect of children's fundamental movement skills(x±s)

组别	前后测	操作性技能					移动性技能					基本动作技能总分
组别	前后测	投掷	接捕	手拍球	脚运球	总分	平衡木	前滚翻	单脚跳	跑步	总分	基本动作技能总分
常规活动组	前测	0.24±0.43	0.67±0.77	0.65±0.72	0.39±0.53	1.94±1.64	0.92±0.82	0.82±0.84	1.00±0.87	0.96±0.85	3.71±2.55	5.65±3.63
	后测	0.49±0.64	1.25±0.82	1.24±0.79	0.94±0.76	4.06±2.33	1.06±0.81	1.08±0.87	1.29±0.78	1.41±0.73	4.84±2.41	8.57±4.16
运动分区A组	前测	0.16±0.37	0.67±0.74	0.65±0.69	0.29±0.58	1.76±1.42	0.86±0.72	0.90±0.83	0.90±0.78	1.24±0.79	3.90±1.85	5.67±2.67
	后测	0.57±0.67	1.41±0.67	1.33±0.74	1.33±0.77	4.65±1.65	1.39±0.72	1.41±0.83	1.55±0.64	1.71±0.54	6.06±1.62	10.71±2.56
运动分区B组	前测	0.22±0.42	0.61±0.72	0.57±0.70	0.35±0.56	1.75±1.13	0.75±0.66	0.86±0.78	0.92±0.80	1.00±0.69	3.53±1.75	5.27±2.21
	后测	0.78±0.76	1.55±0.61	1.45±0.70	1.63±0.60	5.33±1.31	1.37±0.66	1.55±0.64	1.65±0.63	1.76±0.43	6.51±1.19	12.08±1.82
F值		3.01	2.69	5.86	23.91	33.02	12.86	6.06	6.08	3.17	29.68	113.07
P值		0.07	0.09	＜0.01	＜0.01	＜0.01	＜0.01	＜0.01	＜0.01	0.06	＜0.01	＜0.01
η²值		0.04	0.04	0.07	0.24	0.31	0.15	0.08	0.08	0.04	0.28	0.60

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