The Effect Of Ball-Game Activities On Gross Motor Development In Preschoolers

Objective: Gross motor development of preschoolers is closely related to their executive function,cognitive function,physical development and psychological development.If their gross motor can’t be effectively intervened,the overall development will be hindered.Preschoolers can participate in a variety of sports activities to promote motor development and ball games are one of the most favorite activities of them.Therefore,the purpose of this study is to explore the effect of ball-game activities on gross motor development in preschoolers,so as to provide theoretical and data support for the research on ball-game activities promoting preschooler’s gross motor development,and at the same time to provide reference for preschooler’s physical education curriculum design and teaching methods.Method: Using the literature review method to collected and sorted the required literature and data in CNKI,WOS and other domestic and foreign databases,then summarizing the development status of gross motor skills among preschooler,the evaluation methods of gross motor skills and the intervention research of gross motor development,so as to provide theoretical basis for this paper;using experimental method,118 preschoolers(average age: 4.54±0.28 years)who were recruited from certain district of Shanghai were randomly assigned into the experimental group and control group,then basing on the basic theory of physical education teaching design contains the ball,basketball,football and tennis ball-game activities,carried out on the experimental group for 16 weeks,3 times a week,every 30 minutes of ball-game activities intervention,to understand the ball games activities influence on preschooler’s gross motor development,the control group was carried out the traditional sports activities as usual;using measurement methods to measure demographic indicators(gender,age,height and weight)and indexes of gross motor skill(10-meter shuttle run,skip jump,bouncing a ball,standing long jump and kick over obstacles)to record and measure to understand the basic situation of the indicators before the intervention of the preschooler;according to mathematical statistics,using SPSS22.0 software,calculating the average and standard deviation of continuous variables in descriptive variables and the percentage of categorical variables,using Shapiro-Wilk test to calculate whether the data obey normal distribution,using independent samples T test,non-parametric test of two independent samples to calculate before the difference between the intervention group and the control group,using the paired samples T test and non-parametric test of two-pair samples to calculate the difference between the intervention group and the control group before and after the intervention.The independent samples T test,analysis of covariance,and non-parametric tests of two independent samples were used to calculate the differences between the intervention group and the control group after the intervention.p < 0.05 was used to determine whether the difference was statistically significant.Results: In the experimental group,preschoolers’ 10-meter shuttle run(pre-test: 8.45±1.00 seconds;post-test: 7.78±0.91 seconds),skip jump(pre-test: 8.76±3.13 seconds;post-test: 7.32±2.01 seconds),standing long jump(pre-test: 81.59±14.60 cm;post-test: 84.15±15.87 cm),bouncing a ball(pre-test: 9.62±8.12 seconds;post-test: 4.20±1.41 seconds)and kicking over obstacles(pre-test: 18.46±8.96 seconds;post-test: 11.49±4.88 seconds)was better than before(p < 0.05);the results of male and female preschoolers in the experimental group were better than those before the intervention(p < 0.05).The preschoolers in the control group performed better in all indicators than before,but the difference was statistically significant only in the obstacle of kicking.In the experimental,preschoolers’ 10-meter shuttle run(experimental group: 7.78±0.91 seconds;control group: 8.30±0.82 seconds),skip jump(experimental group: 7.32±2.01 seconds;control group: 7.94±0.37 seconds),standing long jump(experimental group: 84.15±15.87 cm;control group: 82.79± 10.41cm),bouncing a ball(experimental group: 4.20±1.41 seconds;control group: 6.92±4.49 seconds)and kicking over obstacles(experimental group: 11.49±4.88 seconds;control group: 12.36±4.19 seconds)was better than the control group(p < 0.05).The scores of male preschoolers in the experimental group were better than those in the control group(p < 0.05),the scores of female preschoolers in experimental group were better than those in control group(p < 0.05).Conclusions: In this study,the 16-week ball games activities designed based on the theory of physical education can effectively promote preschoolers’ movement skills(10-meter shuttle run,skip jump,standing long jump)and object control skills(bouncing a ball,kicking over obstacles).Traditional physical activities in kindergartens can only promote the development of preschooler’s part of object control skills(kicking over obstacles).Compared with traditional sports activities in kindergartens,ball games designed based on physical education theory,including unit teaching plan and setting of teaching goals,can more effectively promote the development of gross motor of preschoolers.It is suggested that the traditional physical activities of kindergartens can refer to the ball games designed based on the theory of physical education.