“An Intervention to Improve Motor Skills in Young Children”

– 提高幼儿运动技能的干预措施 –

基本信息

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
项目类别：
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

项目摘要

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.

项目概要超过三分之二的学龄前儿童没有达到体育活动建议，从而剥夺了他们的锻炼机会培养学龄前儿童对跑步、跳跃和控球等基本运动技能 (FMS) 的掌握。并不是自然而然地获得这些技能，而是需要建模和练习才能变得“适合学习”——能够在周围环境中独立运作，与同伴互动，并保持身体活跃目标。 “适合学习”的目的是调整和测试通过智能手机应用程序（“应用程序”）向家长提供的干预措施，为了向学龄前儿童教授 FMS 熟练程度，我们将随机抽取 60 名儿童家长。双人组（3 至 5 岁的儿童）参与此项干预，其中 30 名家长使用基本运动技能应用程序 30 名使用促进非结构化身体活动的应用程序版本作为对照组。第 720 章在 12 周内为孩子提供有针对性的、结构化的 FMS 指导时间（每天 12 分钟，5 分钟）天/周）。比较组的家长将使用应用程序访问教学课程以促进为孩子进行等量（每天 12 分钟，每周 5 天，持续 12 周）的非结构化体力活动。我们提出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家长的项目使用学龄前同伴模型以及基于儿童的脚手架技术来演示 FMS 家长将指导干预，如家长支持、示范和合作。该项目利用了我们广泛的试点数据。通过技术发展儿童的基本运动技能，我们的跨学科团队发展心理学、运动机能学、基于技术的身体活动促进和应用程序方面的专业知识主要研究问题是：“是否提供了为期 12 周的个性化、针对家长的计划。通过可接受、可行且有效的智能手机应用程序来改善幼儿的基本运动具体目标如下：具体目标 1：检验 FMS 的可行性和可接受性具体目标 2：检验 12 周 FMS 干预的假设。与非结构化的体育活动相比，通过移动应用程序提供的体育活动将改善儿童的 FMS 比较应用程序探索性目标：检验通过 12 周 FMS 干预进行的假设移动应用程序将提高儿童的身体活动水平、感知运动能力和学业成绩与非结构化身体活动比较应用程序相比，准备程度（即自我调节技能）；检查 FMS 作为 PA 水平变化的中介因素；并检查对 12 周结果的持续影响；干预结束后，该项目通过进一步推进我们的工作提供了独特的贡献。了解以家长为目标、基于应用程序、针对 FMS 发展的干预措施如何影响鉴于数字设备的普遍存在，儿童的 FMS、体力活动水平和学业准备情况。父母和孩子的日常生活，该项目将提供关于是否以及在什么方面的重要信息应用程序可以作为干预工具来教育、提示和促进基本运动技能儿童的发展和体育活动，同时提供非正式、流畅和社交的学习对幼儿及其父母来说最舒适的环境。