Games for health journal · 2026
Construction and Empirical Study of a Somatosensory Game-Based Activity Model for the Development of Children's Locomotor Skills.
СтатьяРандомизированное исследованиеНазвание и аннотация: Перевод в очереди
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Wei Xiaodong, Dong Yanzhao
Аннотация
PURPOSE: The promotion of locomotor skills in early childhood is vital for fostering lifelong physical activity and combating childhood obesity. Hence, this study aims to examine the effects of a somatosensory, game-based activity model, which is rooted in the principles of embodied cognition, on the locomotor skills of preschool children.
MATERIALS AND METHODS: A total of 30 children (mean age: 5 years and 7 months) from a single school were randomly allocated into either an experimental group or a control group based on their classes. The experimental group engaged in somatosensory games for 6 weeks to learn locomotor skills, while the control group participated in conventional physical activity lessons. Locomotor proficiency was evaluated using the Test of Gross Motor Development-3rd Edition, children's interactive experiences were assessed with the Five Degrees of Happiness Smiley-Face Likert scale, and teacher attitudes were gauged through semi-structured interviews.
RESULTS: Both groups demonstrated improvements in locomotor skill scores; however, the experimental group showed significantly greater advancements in running and sliding. Boys excelled over girls in somatosensory tasks, and both children and the teacher expressed favorable views toward the game-based approach.
CONCLUSION: Somatosensory games emerge as a practical and effective tool for enhancing early childhood locomotor development, surpassing traditional physical activity instruction.
MATERIALS AND METHODS: A total of 30 children (mean age: 5 years and 7 months) from a single school were randomly allocated into either an experimental group or a control group based on their classes. The experimental group engaged in somatosensory games for 6 weeks to learn locomotor skills, while the control group participated in conventional physical activity lessons. Locomotor proficiency was evaluated using the Test of Gross Motor Development-3rd Edition, children's interactive experiences were assessed with the Five Degrees of Happiness Smiley-Face Likert scale, and teacher attitudes were gauged through semi-structured interviews.
RESULTS: Both groups demonstrated improvements in locomotor skill scores; however, the experimental group showed significantly greater advancements in running and sliding. Boys excelled over girls in somatosensory tasks, and both children and the teacher expressed favorable views toward the game-based approach.
CONCLUSION: Somatosensory games emerge as a practical and effective tool for enhancing early childhood locomotor development, surpassing traditional physical activity instruction.