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The Effects of Kiwi Sport Training on Developing Physical Literacy and Motor Proficiency in Children
Oral Presentation
Paper ID : 1964-11THCONF
Authors
1Department of Physical Education and Sport Sciences, Faculty of Humanities and Social Sciences, Islamic Azad University (Science and Research Branch), Tehran, Iran
2استادیار پژوهشگاه تربیت بدنی و علوم ورزشی
3Assistant Prof. in Motor Behaviour, Science & Research Branch, Islamic Azad University, Tehran, Iran
Abstract
Introduction: The purpose of this quasi-experimental study was to determine the effects of an eight-week intervention of children seven to eight years old on motor skill proficiency and on two domains of physical literacy (cognitive and affective domains) utilizing the Kiwi Sport Fundamental Skills (KFS).
Methodology: This experiment was designed as a pre-test and post-test routine on one experimental and one control group. Our sample consisted of seven to eight years old female students in the second grade attending Varesan-e-Noor elementary school in Tehran. Using a randomized sampling method, forty-eight students voluntarily participated in the experiment. Motor skill proficiency of the participants was tested using the Brief Form of Bruininks-Oseretsky Test of Motor Proficiency (BOT-2 Brief Form) and were also given the Canadian Assessment of Physical Literacy (CAPL) questionnaire as a part of their pre-test. After thorough evaluation, participants of the experimental group were subject to two 1-hour sessions of KFS training per week for a total of eight weeks. The participants in the control group received no interventions and maintained their regular school routine. At the end of the eighth week, both groups repeated the (BOT-2 Brief Form) and the CAPL questionnaire as the post-test stage of the experiment. Analysis of the gathered data was done by IBM SPSS Statistics software version 22.
Results: Results of the covariance analysis in α<0.05 indicated that KFS training has had meaningful effects on both motor skill proficiency as well as the cognitive and affective domains of physical literacy.
Discussion: Therefore, it is concluded that KFS training, as a new training method, has been adequately attractive for children to motivate and elicit a more positive effect on motor skill proficiency as well as the cognitive and affective domains of physical literacy.
Methodology: This experiment was designed as a pre-test and post-test routine on one experimental and one control group. Our sample consisted of seven to eight years old female students in the second grade attending Varesan-e-Noor elementary school in Tehran. Using a randomized sampling method, forty-eight students voluntarily participated in the experiment. Motor skill proficiency of the participants was tested using the Brief Form of Bruininks-Oseretsky Test of Motor Proficiency (BOT-2 Brief Form) and were also given the Canadian Assessment of Physical Literacy (CAPL) questionnaire as a part of their pre-test. After thorough evaluation, participants of the experimental group were subject to two 1-hour sessions of KFS training per week for a total of eight weeks. The participants in the control group received no interventions and maintained their regular school routine. At the end of the eighth week, both groups repeated the (BOT-2 Brief Form) and the CAPL questionnaire as the post-test stage of the experiment. Analysis of the gathered data was done by IBM SPSS Statistics software version 22.
Results: Results of the covariance analysis in α<0.05 indicated that KFS training has had meaningful effects on both motor skill proficiency as well as the cognitive and affective domains of physical literacy.
Discussion: Therefore, it is concluded that KFS training, as a new training method, has been adequately attractive for children to motivate and elicit a more positive effect on motor skill proficiency as well as the cognitive and affective domains of physical literacy.
Keywords
Kiwi sport; Canadian assessment of physical literacy; Fundamental movement skill; Cognitive; Affective
Subjects