摘要
Background:Fewschoolsettingsofferopportunitiesforpreschoolchildrentoengageinstructuredphysicalactivity,andonlyafewstudieshavebeenconductedexaminingexergaming’seffectivenessonhealthoutcomesinthisagegroup.Thisstudy’spurpose,therefore,wastoexamineaschool-basedexergamingintervention’seffectonpreschoolchildren’sperceivedcompetence(PC),motorskillcompetence(MSC),andphysicalactivityversususualcare(recess),aswellastoexaminegenderdifferencesfortheseoutcomes.Methods:Atotalof65preschoolchildrenfrom2underservedurbanschoolswereassignedto1of2conditions,withtheschoolastheexperimentalunit:(1)usualcarerecessgroup(8weeksof100minofrecess/week(5days×20min))and(2)exergaminginterventiongroup(8weeksof100minofexergaming/week(5days×20min)atschool).AllchildrenunderwentidenticalassessmentsofPC,MSC,andmoderate-to-vigorousphysicalactivity(MVPA)atbaselineandattheendofthe8thweek.Results:AsignificantGroup×TimeeffectwasobservedforMVPA,F(1,52)=4.37,p=0.04,ηp^2=0.04,butnotforPC,F(1,52)=0.83,p=0.37,ηp^2=0.02,orMSC,F(1,52)=0.02,p=0.88,ηp^2=0.00.Specifically,theinterventionchildrendisplayedsignificantlygreaterincreasedMVPAafter8weeksthanthecomparisonchildren.Additionally,therewasasignificanttimeeffectforMSC,F(1,52)=15.61,p<0.01,ηp^=0.23,andgendereffectforMVPA,F(1,52)=5.06,p=0.02,ηp^2=0.09.Althoughallpreschoolers’MSCimprovedacrosstime,boysdemonstratedgreaterMVPAthangirlsatbothtimepoints.Conclusion:Exergamingshowedapositiveeffectinpromotingpreschoolchildren’sMVPAatschoolandhasthepotentialtoenhancePCandMSC.Moreresearchwithlargersamplesizesandlongerstudydurationsarewarranted.
出版日期
2019年02月12日（中国期刊网平台首次上网日期，不代表论文的发表时间）
