Michael J. Duncan, Emma L.J. Eyre, Samuel W. Oxford
Integrated neuromuscular training (INT) has been suggested as an effective means to enhance athletic potential in children. However, few studies have reported the effects of school-based INT programs. This study examined the effect of INT on process and product fundamental movement skill measures and physical self-efficacy in 6–7-year-old children. Ninety-four children from 2 primary schools were randomized into either a 10-week INT program or a control group (CON) (n = 41). Results indicated significantly greater increases in process fundamental movement skill (FMS) scores in INT vs. CON (p = 0.001). For product measures of FMS, 10-m sprint time, counter movement jump, seated medicine ball throw and standing long jump (all p = 0.001), all significantly increased to a greater extent in the INT group vs. CON. A significant group (INT vs. CON) × time (pre vs. post) × gender interaction for physical self-efficacy revealed increased physical self-efficacy pre to post INT, compared with CON but only for boys (p = 0.001). For girls, physical self-efficacy was not significantly different before to after the 10-week period for INT and CON groups. The results of this study suggest that replacing 1 of the 2 weekly statutory physical education (PE) lessons with an INT program over a 10-week period results in positive improvements in fundamental movement skill quality and outcomes in 6–7-year-old children. Integrated neuromuscular training also appears to increase physical self-esteem to a greater extent than statutory PE but only in boys.
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