The Development And Educational Promotion Of Fundamental Movement Skill Competence Among Children Aged 3 To 10-YR Old

The Fundamental movement skill(FMS)competence development is an important factor not only for the development of physical,mental and social domain,but also for the development of habitual/organized physical activity behavior and health promotion of children and adolescent.In the first 17 years of the 21 st century,most researchers in the field of motor neuroscience and public health,began to research on the fundamental motor development from the developmental motor neuroscience perspective and public health perspective,separately.Especially under the growing of physical inactivity and developmental delay of FMS competence of children and adolescent globally,the development of FMS competence is seen as a primary underlying mechanism that could promote engagement in physical activity.In consider of the serious developmental delay of FMS competence in Chinese children from 3 to 10 years old,as well as the immethodical research on the FMS assessment and intervention in China,the author thought how to investigate the FMS competence of Chinese children in different region and how to promote the FMS competence development of Chinese children more effectively.Consequently,in order to provide some guidance and reference for the development and educational promotion of the FMS competence of Chinese children,this study will develop the test of FMS competence development,investigate the development proficiency and sensitive period of Chinese children’s FMS competence,design FMS competence developmental program based on the national physical education and health curriculum standard and the developmental laws of FMS competence,and explore the intervention effect of the FMS competence developmental program on the development of FMS competence.Firstly,this study reviewed the researches on the developmental characteristics of fundamental movement patterns,FMS assessment,influence factors and intervention of FMS,and found the shortcomings of the current research;secondly,we tested a total of 1057 children aged 3-10 from six districts of Shanghai and established the Shanghai norm by employing the test of FMS competence development,which was developed based on the FMS common used by young Chinese children and upon the psychometric paradigm in this study.Then,this study found the developmental sensitive periods(DSP)of the total FMS and each fundamental movements based on the results of differences of FMS competence and mastery by age,sex and district.Finally,according to the PRECEDE-PROCEED model,this study established a design model of the FMS competence developmental program which contained four stages,and then verified the intervention effect of the FMS competence developmental program on the FMS competence development during the sensitive period(the first grade in primary school)and out the sensitive period(the third grade in primary school).Through the theory and empirical research above,the main conclusions of this study are as follows:1.The test of FMS Competence Development for 3 to 10-year-old Children,which contains 3 sub-tests and 13 FMS,had good reliability and validity,and the Shanghai norms were established.(1)"The test of FMS Competence Development for 3 to 10-year-old Children in China " consists of three sub-tests: the locomotor skill(LS)competence,manipulative skill(MS)competence and stability skill(SS)competence,including13 fundamental movements: standing long jump,hop,skip,run,dodge,stationary dribble,kick a stationary ball,catch,overhand throw,one-hand strike,single foot standing,walk the balance beam and rock & roll.The test exhibits good reliability and validity in Chinese culture,thus it is a good tool for evaluating Chinese children’s FMS competence development.(2)The Shanghai age norms were established to assess the LS competence and total FMS competence of children aged 3 to 10,the Shanghai sex and age norms were established to assess the MS competence and SS competence of children aged 3 to 10.The age and gender norms should be used when assessed the children’s FMS competence development.2.There are age,gender,district differences and sensitive periods in the development of FMS competence for 3 to 10-year-old children in Shanghai,but the mastery proficiency of FMS competence is lower.(1)The FMS competence of 3-10-year old children in Shanghai is increasing with the growing of age,and there are gender differences.More specifically,the gender differences of LS competence occur in some age groups and the boys’ MS competence is better than girls from age 4 while the SS competence is weaker than girls from age 3.(2)There are district differences in the development of FMS competence for children.The development level of FMS competence of children in the suburbs of Shanghai is generally better than those of urban and outskirts.There are different district differences in specific FMS.(3)There are gender differences in the DSP of children’s FMS competence development.The DSP of children’s LS and MS competence are 4-8 years old while the DSP of SS competence and the total FMS development are 4-9 years old.The DSP of the 13 FMS mostly range from 5 to 7-year-old.(4)The mastery of FMS competence of 3 to 10-year old children in Shanghai increases with the growing of age,and there are gender differences.More specifically,the boy’s mastery of MS competence and standing long jump,run,and dodge are better than girls while the girl’s mastery of SS competence are better than boys.But on the whole,the master proficiency of the FMS competence is not optimistic.The mastery of the specific movement standards of the FMS show a nonlinear trend of growth.3.The FMS competence developmental program based on movement education(ME)curriculum model could promote the development of FMS competence of children in primary school,and the promotion effect may be better during the DSP of FMS than out the DSP.(1)Based on the ME curriculum model,the FMS competence developmental program is designed targeted.The design bases of the developmental program are "3 to 6-year old children’s learning and development guidelines"," physical education and health curriculum standard ",and the law of young children’s FMS competence,the physical and psychological development.The design principles are scientific,feasibility and developmental appropriately and games.The design model includes four stages: diagnostic evaluation,plan design,plan implementation,and effect evaluation.(2)The development of FMS competence of children aged 3-10 years in China includes four stages: primary,intermediate,proficient and initial application.Based on these four stages,an eight week FMS competence developmental program for students in grade one and grade three are developed separately,which contains teaching goals,content,approach and assessment.(3)The FMS competence developmental program can promote the FMS competence level and mastery of children in grade one and grade three,especially may be better in the DSP of FMS competence development.