Using the self-determination theory (SDT) to create a need-supportive teaching environment to promote children’s learning, this study aimed to implement a need-supportive, structured fundamental motor skills (FMS)-based intervention during preschoolers’ 30-minute recess (2 lesson plans; 6 lessons/week for four weeks), and to examine intervention effects on preschoolers’ FMS and perceived competence. Twenty-four preschoolers (Mage = 4.80, SD = 0.32; 54% girls) were randomly assigned to intervention (N = 13) and control (N = 11) groups. Pre- and post-assessments measured actual FMS and perceived competence. A repeated measure MANOVA showed significant improvements between the groups over time in FMS and perceived competence (p < 0.05, Wilk’s Λ = 0.62, partial η2 = 0.38). A follow-up univariate test showed significant group × time differences in locomotor skills, ball skills, and total motor competence (p < 0.05). Cohen’s d results indicated medium to large effect size for the intervention group’s FMS and perceived competence, from pre and post intervention (ds 0.56–1.11). No significant improvements in FMS and perceived competence were observed in the control group. These findings indicate that the intervention can be used to enhance preschoolers’ FMS and perceived competence, which subsequently affect their physical activity and health status. (author abstract)
Promoting preschoolers actual and perceived motor competence during recess: A need-supportive motor skill intervention
Description:
Resource Type:
Reports & Papers
Country:
United States
- Related Resources
Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.
- You May Also Like
These resources share similarities with the current selection.
Effects of exergaming on motor skill competence, perceived competence, and physical activity in preschool children
Reports & Papers
An Integrated Early Literacy and Motor Skill Intervention to Improve Letter Knowledge, Phonological Awareness and Fundamental Motor Skills
Administration for Children and Families/OPRE Projects
Motor skill competence and physical activity in preschoolers: A review
Literature Review