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Effects of a Need-Supportive Motor Skill Intervention on Children’s Motor Skill Competence and Physical Activity

A need-supportive environment can provide various motivational benefits to impact children’s psychomotor developmental levels. However, very little is known about the effects of need-supportive motor skill intervention on children’s motor skill competence and physical activity by gender. Guided by s...

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Autores principales: Lee, Joonyoung, Zhang, Tao, Chu, Tsz Lun (Alan), Gu, Xiangli
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7140861/
https://www.ncbi.nlm.nih.gov/pubmed/32192010
http://dx.doi.org/10.3390/children7030021
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author Lee, Joonyoung
Zhang, Tao
Chu, Tsz Lun (Alan)
Gu, Xiangli
author_facet Lee, Joonyoung
Zhang, Tao
Chu, Tsz Lun (Alan)
Gu, Xiangli
author_sort Lee, Joonyoung
collection PubMed
description A need-supportive environment can provide various motivational benefits to impact children’s psychomotor developmental levels. However, very little is known about the effects of need-supportive motor skill intervention on children’s motor skill competence and physical activity by gender. Guided by self-determination theory (SDT), this study aimed to (a) investigate the effect of a need-supportive fundamental movement skill (FMS) program on children’s FMS competence and moderate-to-vigorous physical activity (MVPA), and (b) explore potential gender differences in these effects. Thirty-six children (63.8% girls; M(age) = 6.52 ± 0.97) participated and were divided into two groups: an intervention group (24 need-supportive FMS sessions over eight weeks) and a control group. A repeated-measures multivariate analysis of variance (MANOVA) was used to examine the influence of the motor skill intervention on FMS competence and MVPA over time by group (intervention, control) and gender (boys, girls). The results showed (a) significant group differences between the intervention and control group in FMS competence and MVPA (p < 0.001), (b) non-significant gender differences between boys and girls in FMS competence and MVPA (p = 0.85), and (c) non-significant interaction effects over time (p = 0.52). The findings highlight that a need-supportive FMS program may enhance FMS development and daily physical activity for both genders during the early school years.
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spelling pubmed-71408612020-04-10 Effects of a Need-Supportive Motor Skill Intervention on Children’s Motor Skill Competence and Physical Activity Lee, Joonyoung Zhang, Tao Chu, Tsz Lun (Alan) Gu, Xiangli Children (Basel) Article A need-supportive environment can provide various motivational benefits to impact children’s psychomotor developmental levels. However, very little is known about the effects of need-supportive motor skill intervention on children’s motor skill competence and physical activity by gender. Guided by self-determination theory (SDT), this study aimed to (a) investigate the effect of a need-supportive fundamental movement skill (FMS) program on children’s FMS competence and moderate-to-vigorous physical activity (MVPA), and (b) explore potential gender differences in these effects. Thirty-six children (63.8% girls; M(age) = 6.52 ± 0.97) participated and were divided into two groups: an intervention group (24 need-supportive FMS sessions over eight weeks) and a control group. A repeated-measures multivariate analysis of variance (MANOVA) was used to examine the influence of the motor skill intervention on FMS competence and MVPA over time by group (intervention, control) and gender (boys, girls). The results showed (a) significant group differences between the intervention and control group in FMS competence and MVPA (p < 0.001), (b) non-significant gender differences between boys and girls in FMS competence and MVPA (p = 0.85), and (c) non-significant interaction effects over time (p = 0.52). The findings highlight that a need-supportive FMS program may enhance FMS development and daily physical activity for both genders during the early school years. MDPI 2020-03-17 /pmc/articles/PMC7140861/ /pubmed/32192010 http://dx.doi.org/10.3390/children7030021 Text en © 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Lee, Joonyoung
Zhang, Tao
Chu, Tsz Lun (Alan)
Gu, Xiangli
Effects of a Need-Supportive Motor Skill Intervention on Children’s Motor Skill Competence and Physical Activity
title Effects of a Need-Supportive Motor Skill Intervention on Children’s Motor Skill Competence and Physical Activity
title_full Effects of a Need-Supportive Motor Skill Intervention on Children’s Motor Skill Competence and Physical Activity
title_fullStr Effects of a Need-Supportive Motor Skill Intervention on Children’s Motor Skill Competence and Physical Activity
title_full_unstemmed Effects of a Need-Supportive Motor Skill Intervention on Children’s Motor Skill Competence and Physical Activity
title_short Effects of a Need-Supportive Motor Skill Intervention on Children’s Motor Skill Competence and Physical Activity
title_sort effects of a need-supportive motor skill intervention on children’s motor skill competence and physical activity
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7140861/
https://www.ncbi.nlm.nih.gov/pubmed/32192010
http://dx.doi.org/10.3390/children7030021
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