• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>International Journal of Exercise Science >Effect of a School-Based Physical Activity Intervention on Number and Letter Recognition in Preschoolers
【24h】

Effect of a School-Based Physical Activity Intervention on Number and Letter Recognition in Preschoolers

机译：基于学校的体育活动干预对学龄前儿童数字和字母识别的影响

获取原文
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

International Journal of Exercise Science 11(5): 168-178, 2018. The aims of this study were to determine if physical activity (PA) and sedentary behaviors were correlated to components of school readiness skills (i.e., symbol recognition – numbers and letters) in preschoolers and to evaluate the efficacy of a 12-week, academically connected PA intervention on letter and number recognition in preschoolers. Two preschool centers were randomized to a 12-week preschool-based PA intervention (INT) that incorporated short-bout PA lessons embedded into the Massachusetts Early Learning Standards or a health-tracking control group (CON). INT preschoolers completed two 10-minute (as part of morning circle time) and three 5-minute bouts (afternoon after naptime) of PA each week. One hundred fourteen students (INT, n = 60; CON, n = 54) participated in the study, but assessment was completed in 52 children INT, n = 26; CON, n = 26). Whole day PA was measured over one week (including one weekend day) by accelerometry at baseline. School readiness skills were assessed by recognition of symbols (i.e. letters and numbers) at baseline and at 12-weeks. Spearman rank correlations were used to assess a relationship between PA and symbol recognition. Multiple linear regression models were used to assess the effect of the intervention on symbol recognition. There were no significant correlations between PA and symbol recognition and no significant effect of the intervention on pre- to post-scores. Further research may be valuable to examine the benefits of a preschool PA intervention by utilizing longer intervention periods, additional bouts of academically-tailored PA, and more comprehensive measures of school readiness skills.
机译：国际运动科学杂志11（5）：168-178，2018年。本研究的目的是确定体育活动（PA）和久坐的行为是否与学校准备技能的组成部分（即符号识别–数字和字母）相关），以评估为期12周的学术联系的PA干预对学龄前儿童字母和数字识别的功效。两个学龄前中心被随机分配到为期12周的学龄前基于PA的干预（INT），该干预将嵌入到马萨诸塞州早期学习标准或健康跟踪对照组（CON）中的短时PA课纳入进来。 INT学龄前儿童每周完成两次10分钟（作为早晨圈时间的一部分）和3次5分钟的运动（午睡后午后）。一百一十四名学生（INT，n = 60; CON，n = 54）参加了研究，但对52名INT，n = 26的儿童完成了评估。 CON，n = 26）。在基线时通过加速度计在一周内（包括一个周末）测量全天PA。通过在基线和12周时识别符号（即字母和数字）来评估入学准备技能。 Spearman等级相关性用于评估PA和符号识别之间的关系。使用多个线性回归模型来评估干预对符号识别的影响。 PA和符号识别之间无显着相关性，干预对得分前或得分后也无显着影响。进一步的研究可能对于利用学前PA干预的益处，利用更长的干预时间，学术量身定制的PA的增加以及对学校准备技能的更全面的衡量方法进行评估是有价值的。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号