水中动作技能习得对学龄前儿童基本动作技能的影响

马飞飞; 赵国辉; 宋文静; 刘宏强; 罗冬梅

doi:10.16835/j.cnki.1000-9817.2025210

水中动作技能习得对学龄前儿童基本动作技能的影响

doi: 10.16835/j.cnki.1000-9817.2025210

马飞飞^{1, 2},
赵国辉¹,
宋文静³,
刘宏强¹,
罗冬梅^2, ,

1.
山西大学体育学院，太原 030006
2.
北京体育大学运动人体科学学院
3.
西华大学体育学院

详细信息

作者简介:
马飞飞(1989-)，男，山西晋城人，博士，讲师，主要研究方向为儿童动作发展

通讯作者:
罗冬梅，E-mail：dmluo02@sina.com

利益冲突声明 所有作者声明无利益冲突。
中图分类号: R179 G804.49 G861.1
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出版历程
- 收稿日期: 2025-01-15
- 修回日期: 2025-06-04
- 网络出版日期: 2025-08-02
- 刊出日期: 2025-07-25

Impact of preschool children's aquatic motor skill acquisition on their fundamental motor skill development

1.
College of Physical Education, Shanxi University, Taiyuan 030006, Shanxi Province, China

摘要

摘要: 目的探究学龄前儿童水中动作技能(AMS)习得对其基本动作技能(FMS)水平的影响及相互关系，为学龄前教育和体育教学提供科学依据。方法 2024年4—6月，采用随机抽样方法在太原市某幼儿园招募60名受试儿童，按性别分层随机分为试验组及对照组(各30名)。试验组随机分为5个班级，每个班级6人，每周2次(每次40 min)，为期8周16次课，在指定的游泳中心进行水中动作技能练习干预；对照组保持常态。试验前后，通过粗大动作发展测试(TGMD-3)和实际水中技能测试量表(AAST)分别对受试儿童的FMS和AMS进行测试。FMS和AMS前后测试比较及组间比较采用t检验、Wilcoxon秩和检验和协方差分析(ANCOVA)、秩转换ANCOVA；采用Cohen's d标准化均值差异计算组间变化量差异；FMS与AMS之间的相关性采用Spearman等级相关分析。结果试验组学龄前儿童在接受水中动作技能练习后，移动技能(F=20.47，P < 0.01，η²=0.26)、FMS(F=4.59，P=0.04，η²=0.08)及AMS(F=109.71，P < 0.01，η²=0.79)得分均高于对照组；试验组学龄前儿童移动技能5.0(3.8，7.3)提高幅度较对照组(2.8±2.5)产生中等效应量(Cohen's d=0.71)，且AMS提高量达26.0(20.8，28.0)，较对照组1.0(0，2.3)产生超大效应量(Cohen's d=4.73)(P值均 < 0.01)。学龄前儿童移动技能(r=0.39)、FMS(r=0.43)与AMS的提升幅度均呈正相关(P值均＜0.05)。技术动作潜入水中、踩水及矢状轴旋转完成度较低。结论学龄前儿童AMS习得对FMS产生积极影响，两者具有相互促进作用，尤其在移动技能方面。
- 水中动作技能 /
- 运动技能 /
- 生长和发育 /
- 儿童
Abstract: Objective To investigate the impact of preschool children's aquatic motor skill (AMS) acquisition on their fundamental motor skill (FMS) development and the correlation between AMS and FMS development, so ao to provide a scientific basis for early childhood education and physical education teaching. Methods From April to June 2024, 60 children, recruited by random sampling from a kindergarten in Taiyuan, were stratified randomly divided into an experimental group (n=30) and a control group (n=30). The experimental group were further divided into five classes of six each. They received AMS practice interventions twice weekly, 40 minutes per session, over eight weeks (16 sessions total) at a designated swimming center. The control group maintained their usual routine. Children's FMS and AMS were assessed pre- and post-intervention using the Test of Gross Motor Development-3rd (TGMD3) and Actual Aquatic Skills Test (AAST), respectively. Before and after test comparisons within and between groups employed t-tests, Wilcoxon signedrank tests, ANCOVA (including ranktransformed ANCOVA), and Cohen's d effect sizes were calculated for standardized mean differences. Spearman rank correlation was used to analyze relationships between FMS and AMS. Results After the aquatic learning, the experimental group scored significantly higher than the control group on locomotor skills (F=20.47, P < 0.01, η²=0.26), FMS (F=4.59, P=0.04, η²=0.08), and AMS (F=109.71, P < 0.01, η²=0.79). The experimental group's improvement in locomotor skills 5.0(3.8, 7.3) versus the control group (2.8±2.5) yielded a medium effect size (Cohen's d=0.71); AMS gains in the experimental group versus controls showed a very large effect size (Cohen's d=4.73) (both P < 0.01). Among preschool children, AMS acquisition was positively correlated with locomotor skills (r=0.39) and overall FMS (r=0.43)(both P < 0.05). Skill specific assessments revealed lower proficiency in headfirst entry (immersion), treading water, and sagittalplane rotation. Conclusion Preschool children's acquisition of AMS has a positive effect on their FMS, with mutual facilitation between the two, especially in locomotor abilities.
- Aquatic motor skill /
- Motor skills /
- Growth and development /
- Child
注释:

1) 利益冲突声明 所有作者声明无利益冲突。

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表 1 两组被试测试前后基本动作技能与水中动作技能的比较(x±s)

Table 1. Comparisons of FMS and AMS pre- and post-test in both groups (x±s)

组别	试验前后	移动	物体控制	FMS	AMS^a
试验组	前测	32.7±11.9	27.3±8.6	60.1±17.1	20.5(19.8, 21.0)
(n=30)	后测	38.2±9.7^**	29.4±8.3^**	67.6±13.4^**	47.0(40.8, 48.3)^**
对照组	前测	33.3±12.1	26.5±9.6	59.8±18.7	22.0(20.0, 22.0)
(n=30)	后测	36.0±10.1^**	29.2±8.0^**	65.2±15.9^**	22.5(21.0, 23.0)
F值		20.47	0.26	4.59	109.71
P值		＜0.01	0.61	0.04	＜0.01
η²值		0.26	0.01	0.08	0.79
注：^a为M(P₂₅，P₇₅)，^**与前测比较P＜0.01，F与P值为组间比较。

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表 2 两组被试基本动作技能水平与水中动作技能试验前后变化量差异的效应量(x±s)

Table 2. Effect sizes for between group differences in pre- and post-test changes in FMS and AMS development(x±s)

组别	人数	Δ移动	Δ物体控制	ΔFMS	ΔAMS^a
试验组	30	5.0(3.8, 7.3)^a	2.0±3.4	7.5±5.1	26.0(20.8, 28.0)
对照组	30	2.8±2.5	2.0(1.8, 4.0)^a	5.5(3.0, 7.3)^a	1.0(0, 2.3)
注：^a为M(P₂₅，P₇₅)。

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表 3 试验组水中动作技能基本情况分布/%

Table 3. Distribution of AMS performance in the experimental group/%

试验前后	选项	俯卧爬行	水中行走	水中吹泡泡	水下取物	仰面漂浮	腹面漂浮	滑梯入水	蹬壁滑行	仰面打腿推进
试验前	不能完成	0	23.3	50.0	80.0	80.0	100.0	96.7	96.7	96.7
(n=30)	基本完成	50.0	36.7	46.7	20.0	20.0	0	3.3	3.3	3.3
	可以完成	50.0	40.0	3.3	0	0	0	0	0	0
试验后	不能完成	0	0	0	6.7	0	0	0	6.7	3.3
(n=30)	基本完成	0	6.7	3.3	13.3	33.3	23.3	6.7	20.0	36.7
	可以完成	100.0	93.3	96.7	80.0	66.7	76.7	93.3	73.3	60.0

试验前后	选项	腹面打腿推进	垂直跳入水中	潜入水中	出水		垂直踩水	纵轴转向	横轴转向	矢状轴转向
试验前	不能完成	100.0	83.3	100.0	46.7		100.0	100.0	100.0	100.0
(n=30)	基本完成	0	16.7	0	43.3		0	0	0	0
	可以完成	0	0	0	10.0		0	0	0	0
试验后	不能完成	6.7	0	26.7	3.3		30.0	3.3	3.3	30.0
(n=30)	基本完成	10.0	13.3	46.7	23.3		53.3	23.3	33.3	36.7
	可以完成	83.3	86.7	26.7	73.3		16.7	73.3	63.3	33.3

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