The A + FMS cluster randomized controlled trial. An assessment-based intervention on fundamental movement skills and psychosocial outcomes in primary schoolchildren.

Autor/inn/en	Chan, Cecilia H. S.; Ha, Amy S. C.; Ng, Johan Y. Y.; Lubans, David R.
Titel	The A + FMS cluster randomized controlled trial. An assessment-based intervention on fundamental movement skills and psychosocial outcomes in primary schoolchildren. Gefälligkeitsübersetzung: Die Cluster-randomisierte kontrollierte "A + FMS" Studie. Eine Assessment-basierte Intervention hinsichtlich fundamentaler Bewegungsfertigkeiten und psychosozialer Auswirkungen bei Grundschülern.
Quelle	In: Journal of science and medicine in sport, 22 (2019) 8, S. 935-940 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1440-2440; 1878-1861
DOI	10.1016/j.jsams.2019.05.002
Schlagwörter	Kompetenz; Empirische Untersuchung; Motorik; Motorische Leistungsfähigkeit; Selbstwahrnehmung; Kind; Grundschule; Sportmotorik
Abstract	Objectives: To evaluate the effectiveness of an assessment-based intervention that emphasizes fun, mastery, and support (A + FMS) on primary schoolchildren's fundamental movement skills (FMS), perceptions of physical and movement skill competence, teacher support and enjoyment. Design: Cluster randomized controlled trial. Methods: Ten clusters (classes) (n = 282; mean age 8.4 years, SD 0.56) were randomised to the A + FMS or wait-list control group in a 1:1 ratio. Teachers in the A + FMS group were required to attend six hours of training and integrate 550 min of assessment for learning strategies into their PE lessons for up to a maximum of 13 weeks. FMS competence in jump, skip, hop, overhand throw, dribble and catch was the primary outcome assessed using the Test of Gross Motor Development-3rd Edition. Secondary outcome measures included perceptions of physical and FMS competence, teacher support, and student enjoyment using questionnaires. Multilevel modelling for the analysis of clustered data was used to determine the effectiveness of the intervention. Results: Significant intervention effects were found for locomotor skills (adjusted mean difference, 2.47 units; Cohen's d = 0.76), overall FMS competence (3.72 units; Cohen's d = 0.93) and perceived teacher support (0.21 units; Cohen's d = 0.05). However, there was a group-by-time effect for perceived physical competence (-0.16 units; Cohen's d = -0.07) in favouring of the control group. Conclusions: An assessment-based teacher-led FMS intervention was effective in improving FMS proficiency in primary schoolchildren. The results highlight the need for increased teacher support to develop positive self-perceptions of competence while promoting children's FMS. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2020/2