“An Intervention to Improve Motor Skills in Young Children”

– 提高幼儿运动技能的干预措施 –

• 批准号: 9789906
• 负责人: Amanda E. Staiano
• 金额: $ 19.87万
• 依托单位: LSU PENNINGTON BIOMEDICAL RESEARCH CTR
• 依托单位国家: 美国
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-09-21 至 2021-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9789906
• 关键词: 5 year old; Adolescence; Age; Attention; Behavior; Behavior Therapy; Behavioral; Child; Communities; Comorbidity; Competence; Data; Development; Devices; Educational process of instructing; Emotions; Environment; Foundations; Goals; Health behavior; Hour; Informal Social Control; Instruction; Intervention; Kinesiology; Learning; Link; Liquid substance; Mediator of activation protein; Modeling; Motor Skills; Movement; Nursery Schools; Obesity; Outcome; Overweight; Parents; Pattern; Physical Fitness; Physical activity; Preschool Child; Randomized; Recommendation; Research; Running; Stress; Structure; Techniques; Technology; Testing; Time; academic preparation; aged; arm; base; coping; developmental psychology; digital; early childhood; educational atmosphere; exercise intervention; handheld mobile device; healthy weight; improved; lifetime risk; mobile application; obesity risk; peer; physical conditioning; programs; scaffold; skill acquisition; skills; smartphone Application; social learning; tool; tv watching

Project Summary More than two-thirds of preschoolers are not meeting physical activity recommendations, depriving them of developing mastery over fundamental motor skills (FMS) like running, hopping, and ball handling. Preschoolers do not naturally acquire these skills but rather need modeling and practice to become “Fit to Learn” -- able to function independently in their surrounding environment, engage with peers, and be physically active. The goal of “Fit to Learn” is to adapt and test an intervention delivered on a smartphone application (“app”) to parents, with the goal of teaching FMS proficiency to their preschool-aged children. We will randomize 60 child-parent dyads (children 3 to 5 years of age) to this intervention, with 30 parents using the fundamental motor skills app and 30 using a version of the app that promotes unstructured physical activity as a comparator group. Parents in the FMS condition will access instructional lessons, peer modeling videos, and activity breaks to deliver 720 minutes of targeted, structured FMS instruction time to their child over a 12-week period (12 min/day, 5 days/week). Parents in the comparator arm will use an app to access instructional lessons to promote the equivalent amount (12 min/day, 5 days/week over 12-weeks) of unstructured physical activity for their child. Our proposed project will be the first to target parents of preschoolers through the use of imbedded videos that demonstrate FMS using preschool-aged peer models, plus a scaffolding technique based on the child’s mastery of the motor skill. Parents will guide the intervention, as parental support, modeling, and co- participation predict children’s engagement in physical activity. The project leverages our extensive pilot data on children’s fundamental motor skill development through technology, and our interdisciplinary team has expertise in developmental psychology, kinesiology, technology-based physical activity promotion, and app development. The major research question is: “Is a 12-week individualized, parent-targeted program delivered through a smartphone app acceptable, feasible, and effective to improve young children’s fundamental motor skills?” The specific aims are as follows: Specific Aim 1: To examine the feasibility and acceptability of a FMS app by parents and children. Specific Aim 2: To test the hypothesis that a 12-week FMS intervention delivered through a mobile app will improve children’s FMS, compared to the unstructured physical activity comparator app. Exploratory Aims: To test the hypothesis that a 12-week FMS intervention delivered through a mobile app will improve children’s physical activity levels, perceived movement competence, and academic readiness (i.e. self-regulation skills), compared to the unstructured physical activity comparator app; to examine FMS as a mediator of changes in PA levels; and to examine sustained effects on outcomes 12-weeks following the end of the intervention. This project provides a unique contribution by furthering our understanding of how a parent-targeted, app-based intervention that targets FMS development impacts children’s FMS, physical activity levels, and academic readiness. Given the ubiquity of digital devices in parents’ and children’s daily lives, this project will provide important information on whether or not, and in what ways, apps may serve as an intervention tool to educate, prompt, and promote fundamental motor skill development and physical activity in children while providing the informal, fluid, and social learning environment that is most comfortable to young children and their parents.

项目摘要 超过三分之二的学龄前儿童不符合体育锻炼建议，剥夺了他们 掌握基本运动技能（FMS），例如跑步，跳跃和球处理。学龄前儿童 不要自然地获得这些技能，而需要建模和实践才能“适合学习” - 能够 在周围环境中独立运作，与同龄人互动并保持身体活跃。目标 “适合学习”是为了适应和测试在智能手机应用程序（“应用”）上提供的干预措施， 目的是向学龄前儿童提供FMS的能力。我们将随机分组60个儿童父母 二元组（3至5岁的儿童）进行此干预，有30个父母使用基本运动技能应用程序 30使用该应用程序的版本将非结构化的体育活动作为比较组。父母 在FMS条件下，将访问教学课，同行建模视频和活动中断以交付720 有针对性的，结构化的FMS指令时间为12周（12分钟/天，5） 天/周）。比较臂中的父母将使用应用程序访问教学课程，以促进 对孩子的非结构化体育锻炼的等效量（12分钟/天，5天/周）。 我们提议的项目将是第一个通过使用嵌入式视频来针对学龄前儿童的父母 使用学龄前的同伴模型演示FMS，以及基于孩子的脚手架技术 掌握运动技能。父母将指导干预措施，作为父母的支持，建模和共同 参与预测儿童参与体育锻炼。该项目利用我们广泛的试点数据 关于通过技术开发儿童的基本运动技能，我们的跨学科团队拥有 发展心理学，运动机能学，基于技术的体育活动促进和应用专家 发展。主要的研究问题是：“是一个为期12周的个性化的，靶向父母的计划 通过智能手机应用程序可接受，可行且有效，可改善幼儿的基本电机 技能？”具体目的如下：具体目的1：检查FMS的可行性和可接受性 父母和孩子的应用。特定目的2：检验12周FMS干预的假设 与非结构化的体育锻炼相比，通过移动应用程序交付将改善儿童的FMS 比较器应用程序。探索目的：检验以下假设：通过 移动应用程序将改善儿童的体育锻炼水平，感知的运动能力和学术 与非结构化的体育活动比较器应用程序相比，准备就绪（即自我调节技能）； 将FMS视为PA水平变化的中介；并检查对成果的持续影响12周 遵循干预结束。该项目通过促进我们的 了解针对FMS开发的基于父母的，基于应用的基于应用的干预措施如何影响 儿童FMS，体育活动水平和学术准备就绪。鉴于数字设备无处不在 父母和孩子的日常生活，该项目将提供有关是否以及什么的重要信息 方式，应用程序可以用作干预工具，以教育，提示和促进基本运动技能 在提供非正式，流畅和社会学习的同时，儿童的发展和体育锻炼 对于年幼的孩子及其父母来说最舒适的环境。