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

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, η ²=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.

Abstract

【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 χ ²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, η ²=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。