Effectiveness analysis of movement education on the development of fundamental motor skills in preschool children

JIAO Xibian; JIANG Guiping; DUAN Dongmei; PAN Jinxian

doi:10.16835/j.cnki.1000-9817.2025181

Volume 46 Issue 7

Jul. 2025

Turn off MathJax

Article Contents

Article Navigation > CHINESE JOURNAL OF SCHOOL HEALTH > 2025 > 46(7): 946-949

JIAO Xibian, JIANG Guiping, DUAN Dongmei, PAN Jinxian. Effectiveness analysis of movement education on the development of fundamental motor skills in preschool children[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2025, 46(7): 946-949. doi: 10.16835/j.cnki.1000-9817.2025181

Citation:

JIAO Xibian, JIANG Guiping, DUAN Dongmei, PAN Jinxian. Effectiveness analysis of movement education on the development of fundamental motor skills in preschool children[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2025, 46(7): 946-949. doi: 10.16835/j.cnki.1000-9817.2025181

Citation:

JIAO Xibian, JIANG Guiping, DUAN Dongmei, PAN Jinxian. Effectiveness analysis of movement education on the development of fundamental motor skills in preschool children[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2025, 46(7): 946-949. doi: 10.16835/j.cnki.1000-9817.2025181

PDF( 952 KB)

Effectiveness analysis of movement education on the development of fundamental motor skills in preschool children

doi: 10.16835/j.cnki.1000-9817.2025181

1.
Department of Physical Education, China University of Petroleum (East China), Qingdao 266580, Shandong Province, China

Received Date: 2024-11-22
Rev Recd Date: 2025-04-30

Available Online: 2025-08-02

Publish Date: 2025-07-25

Abstract

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.
- Motor activity,
- Motor skills,
- Intervention studies,
- Health promotion,
- Child, preschool

FullText(HTML)

References(16)

References

[1]	PAYNE V G, LARRY D I. Human motor development: a lifespan approach[M]. 11th ed. New York: Routledge, 2025: 4-6.
[2]	FROSTIG M. Movement education: theory and practice[M]. Chicago: Follet Education Corp, 1970: 6-22.
[3]	LARSSON H. Learning movements: new perspectives of movement education[M]. New York: Routledge, 2021: 3-16.
[4]	周毅, 庄弼, 辛利. 幼儿早期发展与教育中最重要的内容: 动作教育与综合训练[J]. 广州体育学院学报, 2014, 34(6): 108-120. ZHOU Y, ZHUANG B, XIN L. Most important elements of early childhood development and education: movement education and comprehensive training[J]. J Guangzhou Sport Univ, 2014, 34(6): 108-120. (in Chinese)
[5]	辛利, 庄弼, 周毅. 动作教育在幼儿园课程设置中的地位[J]. 体育学刊, 2015, 22(6): 71-74. XIN L, ZHUANG B, ZHOU Y. Status of movement education in kindergarten curriculum setting[J]. J Phys Educ, 2015, 22(6): 71-74. (in Chinese)
[6]	RUDD J, DAVIES K F, CALLAGHAN L O, et al. Nonlinear pedagogy and the athletic skills model[M]. New York: Routledge, 2021: 5-8.
[7]	SEVIMLI-CELIK S, JOHNSON J E. Teacher preparation for movement education: increasing pre-service teachers' competence for working with young children[J]. Asia Pac J Teach Educ, 2015, 44(3): 274-288.
[8]	ALTINKOK M. The effects of coordination and movement education on preschool children's basic motor skills improvement[J]. Univ J Educ Res, 2016, 4(5): 1050-1058.
[9]	国家体育总局. 国民体质测定标准(幼儿部分)(2023年修订)[Z]. 北京: 国家国民体质监测中心, 2023. General Administration of Sport of China. National physical fitness testing standards for preschool children (Revised Edition 2023)[Z]. Beijing: National Physical Fitness Monitoring Center, 2023. (in Chinese)
[10]	BANDEIRA P F R, DUNCAN M, PESSOA M L, et al. TGMD-2 short version: evidence of validity and associations with sex, age, and BMI in preschool children[J]. J Motor Learn Dev, 2020, 8(3): 528-543.
[11]	汪超. 幼儿园体育活动设计与指导[M]. 3版. 上海: 复旦大学出版社, 2024: 48-64. WANG C. Design and guidance of physical activities in kindergartens[M]. 3 ed. Shanghai: Fudan University Press, 2024: 48-64. (in Chinese)
[12]	赵锐. 幼儿园健康体育课程[M]. 南京: 南京师范大学出版社, 2023: 43-46. ZHAO R. Kindergarten health and physical education curriculum[M]. Nanjing: Nanjing Normal University Press, 2023: 43-46. (in Chinese)
[13]	HENRY M, DARENDELI A, TVRDY T, et al. Influence of age and feedback modality on the proprioceptive sense of force: insights from motor unit recordings[J]. J Neurophysiol, 2025, 133(4): 1103-1115.
[14]	李翰君. 运动技能学习与控制[M]. 北京: 科学出版社, 2024: 22-24. LI H J. Motor skill learning and control[M]. Beijing: Science Press, 2024: 22-24. (in Chinese)
[15]	ENOKA R M. Neuromechanics of human movement[M]. 6th ed. Cha-mpaign, IL: Human Kinetics, 2024: 195-207.
[16]	SORTWELL A, RAMIREZ-CAMPILLO R, MURPHY A, et al. Associations between fundamental movement skills, muscular fitness, self-perception and physical activity in primary school students[J]. J Funct Morphol Kinesiol, 2024, 9(4): 272.