Abstract：
BACKGROUND: The present study analyses the effect of a Movement-Based Intervention to improve Actual and Perceived Motor Competence in children with probable Developmental Coordination Disorder aged four and six years.
METHODS: A longitudinal pre-experimental study was designed with measurements conducted at pre-test, post-test and follow-up (after 5 months without intervention). The group, composed of children with probable Developmental Coordination Disorder or low motor competence, consisted of 57 participants, and the duration of a Movement-Based Intervention was 27 sessions allocated in nine weeks.
RESULTS: Actual Motor Competence was evaluated with the Movement Assessment Battery for School children and Perceived Motor Competence with Pictorial Scale of Perceived Motor Skill Competence for Children. The results showed significant improvements in both study variables (Actual Motor Competence and Perceived Motor Competence), both at post-test and follow-up, five months after the end of the intervention. In conclusion, a Movement-based Intervention is effective in improving Actual and Perceived Motor Competence in the participants of this research, children with low motor competence or probable Developmental Coordination Disorder.
CONCLUSIONS: Considering the improvements observed after the program in Spanish sample, it seems that the usual practice in Early Childhood Education in our context may not be sufficient, i.e., it may not provide children with the necessary support (number of lesson and time) and appropriate learning contexts to promote the development of their motor skills. Considering the results, this study suggests that using an Movement-Based Intervention with an appropriate pedagogical approach, and offering different learning opportunities to children according to their needs, could positively influence their Actual and Perceived Motor Competence, and could motivate them towards future practice.
METHODS: A longitudinal pre-experimental study was designed with measurements conducted at pre-test, post-test and follow-up (after 5 months without intervention). The group, composed of children with probable Developmental Coordination Disorder or low motor competence, consisted of 57 participants, and the duration of a Movement-Based Intervention was 27 sessions allocated in nine weeks.
RESULTS: Actual Motor Competence was evaluated with the Movement Assessment Battery for School children and Perceived Motor Competence with Pictorial Scale of Perceived Motor Skill Competence for Children. The results showed significant improvements in both study variables (Actual Motor Competence and Perceived Motor Competence), both at post-test and follow-up, five months after the end of the intervention. In conclusion, a Movement-based Intervention is effective in improving Actual and Perceived Motor Competence in the participants of this research, children with low motor competence or probable Developmental Coordination Disorder.
CONCLUSIONS: Considering the improvements observed after the program in Spanish sample, it seems that the usual practice in Early Childhood Education in our context may not be sufficient, i.e., it may not provide children with the necessary support (number of lesson and time) and appropriate learning contexts to promote the development of their motor skills. Considering the results, this study suggests that using an Movement-Based Intervention with an appropriate pedagogical approach, and offering different learning opportunities to children according to their needs, could positively influence their Actual and Perceived Motor Competence, and could motivate them towards future practice.
摘要：
背景：本研究分析了基于运动的干预对4岁和6岁可能患有发育协调障碍儿童的实际和感知运动能力的影响。
方法：设计了一项纵向预实验研究，并在预测试时进行了测量，测试后和随访（无干预后5个月）。集团,由可能患有发育协调障碍或运动能力低下的儿童组成，由57名参与者组成，基于运动的干预的持续时间为9周内分配的27次会议。
结果：使用“学龄儿童运动能力评估电池”和“儿童运动能力感知量表”评估“运动能力感知”。结果显示两个研究变量(实际运动能力和感知运动能力)都有显著改善，在测试后和随访中，干预结束后五个月。总之,基于运动的干预有效地提高了本研究参与者的实际和感知运动能力，运动能力低下或可能发育协调障碍的儿童。
结论：考虑到西班牙语样本中程序后观察到的改进，在我们的背景下，幼儿教育的通常做法似乎还不够，即，它可能无法为儿童提供必要的支持(课程数量和时间)和适当的学习环境，以促进他们运动技能的发展。考虑到结果，这项研究表明，使用基于运动的干预和适当的教学方法，并根据孩子的需要为他们提供不同的学习机会，可以积极影响他们的实际和感知的运动能力，可以激励他们未来的实践。
方法：设计了一项纵向预实验研究，并在预测试时进行了测量，测试后和随访（无干预后5个月）。集团,由可能患有发育协调障碍或运动能力低下的儿童组成，由57名参与者组成，基于运动的干预的持续时间为9周内分配的27次会议。
结果：使用“学龄儿童运动能力评估电池”和“儿童运动能力感知量表”评估“运动能力感知”。结果显示两个研究变量(实际运动能力和感知运动能力)都有显著改善，在测试后和随访中，干预结束后五个月。总之,基于运动的干预有效地提高了本研究参与者的实际和感知运动能力，运动能力低下或可能发育协调障碍的儿童。
结论：考虑到西班牙语样本中程序后观察到的改进，在我们的背景下，幼儿教育的通常做法似乎还不够，即，它可能无法为儿童提供必要的支持(课程数量和时间)和适当的学习环境，以促进他们运动技能的发展。考虑到结果，这项研究表明，使用基于运动的干预和适当的教学方法，并根据孩子的需要为他们提供不同的学习机会，可以积极影响他们的实际和感知的运动能力，可以激励他们未来的实践。
