Physical Development in the Early Years: The Impact of a Daily Movement Programme on Young Children's Physical Development

Autor/inn/en	Preedy, Pat; Duncombe, Rebecca; Gorely, Trish
Titel	Physical Development in the Early Years: The Impact of a Daily Movement Programme on Young Children's Physical Development
Quelle	In: Education 3-13, 50 (2022) 3, S.289-303 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Preedy, Pat) ORCID (Duncombe, Rebecca) ORCID (Gorely, Trish)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2020.1849345
Schlagwörter	Child Development; Physical Development; Preschool Children; Intervention; Movement Education; Program Effectiveness; School Readiness; Psychomotor Skills; Developmental Stages; Physical Activity Level; Life Style; Teacher Attitudes; Academic Ability; Skill Development; Student Behavior; Preschool Teachers; Social Development; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Kindesentwicklung; Körperliche Entwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Bewegungsbildung; Readiness for school; School ability; Schulreife; Psychomotorische Aktivität; Lebensstil; Lehrerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Student behaviour; Schülerverhalten; Erzieher; Erzieherin; Kindergärtnerin; Soziale Entwicklung; Ausland; Großbritannien
Abstract	Poor physical development in young children has been shown to impact readiness for school, behaviour, social development and academic achievement. This research sought to explore whether a physical intervention programme (Movement for Learning) can improve children's physical development. The Movement Assessment Battery for Children (2nd edition, MABC-2) was used to assess 108 children (aged 4-5) from three schools in the UK at the start and end of the Reception Year (4-5 years). A monitoring and evaluation survey was completed by 37 teachers which highlighted ways in which the programme had impacted children. Univariate ANOVA using change scores showed significant changes in favour of the intervention group who had undertaken the movement programme. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01