基本運(yùn)動(dòng)技能對(duì)兒童個(gè)體發(fā)展的影響研究國(guó)內(nèi)外文獻(xiàn)綜述目錄TOC\o"1-3"\h\u6330基本運(yùn)動(dòng)技能對(duì)兒童個(gè)體發(fā)展的影響研究國(guó)內(nèi)外文獻(xiàn)綜述 116639（1）基本運(yùn)動(dòng)技能發(fā)展能夠促進(jìn)兒童身體發(fā)展 12450（2）基本運(yùn)動(dòng)技能發(fā)展能夠提升兒童認(rèn)知發(fā)展 222944（3）基本運(yùn)動(dòng)技能發(fā)展能夠調(diào)節(jié)兒童情感發(fā)展 4基本運(yùn)動(dòng)技能的發(fā)展對(duì)個(gè)體成長(zhǎng)的影響是全方面的，不僅能夠?qū)和\(yùn)動(dòng)能力的提升、鍛煉習(xí)慣的養(yǎng)成及體質(zhì)健康的促進(jìn)產(chǎn)生重要作用，還會(huì)對(duì)其認(rèn)知、情感及人格發(fā)展有著重要價(jià)值。隨著基本運(yùn)動(dòng)技能理論、研究方法及技術(shù)的發(fā)展，人們對(duì)基本運(yùn)動(dòng)技能與兒童從身體到心理發(fā)展影響的研究愈加豐富與深入，通過(guò)對(duì)相關(guān)研究的梳理可以更好地認(rèn)識(shí)基本運(yùn)動(dòng)技能對(duì)于人類(lèi)個(gè)體發(fā)展的價(jià)值。有研究指出，人類(lèi)的發(fā)展涉及身體、動(dòng)作、情感、認(rèn)知四個(gè)方面任園春,趙琳琳,王芳,等.不同大肌肉動(dòng)作發(fā)展水平兒童體質(zhì)、行為及認(rèn)知功能特點(diǎn)[J].北京體育大學(xué)學(xué)報(bào),2013,036(003):79-84.任園春,趙琳琳,王芳,等.不同大肌肉動(dòng)作發(fā)展水平兒童體質(zhì)、行為及認(rèn)知功能特點(diǎn)[J].北京體育大學(xué)學(xué)報(bào),2013,036(003):79-84.（1）基本運(yùn)動(dòng)技能發(fā)展能夠促進(jìn)兒童身體發(fā)展兒童的基本運(yùn)動(dòng)技能與日常體力活動(dòng)水平及體重、BMI等健康相關(guān)因素密切相關(guān)，且基本運(yùn)動(dòng)技能是兒童參與規(guī)律體力活動(dòng)的必要基礎(chǔ)。早在1980年Seefeld就提出人類(lèi)的動(dòng)作發(fā)展與其體力活動(dòng)水平有著密切的關(guān)系。Lubans等學(xué)者研究認(rèn)為，兒童的基本運(yùn)動(dòng)技能與體力活動(dòng)存在中低強(qiáng)度的相關(guān)性。隨著研究的不斷深入，基本運(yùn)動(dòng)技能下維的移動(dòng)技能、操控技能對(duì)體力活動(dòng)的影響也得到了驗(yàn)證。研究結(jié)果顯示，不同類(lèi)別的基本運(yùn)動(dòng)技能與兒童體力活動(dòng)水平之間存在一定因果關(guān)聯(lián)，且兒童當(dāng)前的基本運(yùn)動(dòng)技能水平在一定程度上可以預(yù)測(cè)未來(lái)的體力活動(dòng)水平。2008年美國(guó)學(xué)者Stodden等人建立的影響兒童體力活動(dòng)的動(dòng)態(tài)機(jī)制模型通過(guò)在基本運(yùn)動(dòng)技能、體力活動(dòng)水平、健康和肥胖之間建立聯(lián)系得出結(jié)論：一個(gè)基本運(yùn)動(dòng)技能好的孩子更有可能進(jìn)行體力活動(dòng)，減少久坐行為，擁有更好的身體素質(zhì)，并首次將基本運(yùn)動(dòng)技能能力設(shè)定為影響兒童體力活動(dòng)水平和體重狀態(tài)的潛在因素之一。除了系統(tǒng)的理論研究外，也有不少實(shí)證研究表明基本運(yùn)動(dòng)技能在兒童的成長(zhǎng)中有著舉足輕重的作用。國(guó)內(nèi)外都有研究表明基本運(yùn)動(dòng)技能的發(fā)展與兒童和青少年的體重、BMI狀況成負(fù)相關(guān)，且經(jīng)過(guò)以基本運(yùn)動(dòng)技能為核心的體育鍛煉干預(yù)后身高有顯著增長(zhǎng)，身體成分有明顯改善。由此提出基本運(yùn)動(dòng)技能水平發(fā)展越高的兒童其認(rèn)知發(fā)展?fàn)顩r、感知運(yùn)動(dòng)能力發(fā)展、心肺健康和骨骼健康也越好；且基本運(yùn)動(dòng)技能發(fā)展水平的提高，有助于預(yù)防和減緩多動(dòng)行為的表現(xiàn)。（2）基本運(yùn)動(dòng)技能發(fā)展能夠提升兒童認(rèn)知發(fā)展歷史上，關(guān)于兒童動(dòng)作發(fā)展和認(rèn)知技能之間的關(guān)系一直存在不同觀點(diǎn)。一方面，動(dòng)作和認(rèn)知被認(rèn)為是完全不同的工作過(guò)程，獨(dú)立發(fā)展，涉及不同的大腦區(qū)域Hertzberg,O.E.Therelationshipofmotorabilitytotheintelligenceofkindergartenchildren.[J].JournalofEducationalPsychology,1929,20(7):507-519.；另一方面，皮亞杰認(rèn)為動(dòng)作和認(rèn)知密切相關(guān)Theoriginofintelligenceinchildren。Hertzberg,O.E.Therelationshipofmotorabilitytotheintelligenceofkindergartenchildren.[J].JournalofEducationalPsychology,1929,20(7):507-519.Theoriginofintelligenceinchildren對(duì)于兒童動(dòng)作發(fā)展和認(rèn)知發(fā)展之間可能的關(guān)系，有以下幾種解釋。首先，研究表明，前額葉皮層、小腦和基底神經(jīng)節(jié)在多項(xiàng)動(dòng)作和認(rèn)知任務(wù)中，特別是當(dāng)執(zhí)行困難、新、條件變化、需要快速反應(yīng)、需要集中注意力的任務(wù)時(shí)會(huì)被共同激活DesmondJE,GabrieliJDE,WagnerAD,etal.LobularPatternsofCerebellarActivationinVerbalWorking-MemoryandFinger-TappingTasksasRevealedbyFunctionalMRI[J].TheJournalofNeuroscience,1997,17(24).。對(duì)動(dòng)作和認(rèn)知之間關(guān)系的第二種解釋是，這些技能可能有一個(gè)類(lèi)似的發(fā)展時(shí)間表，在5到10歲之間加速發(fā)展DiamondA.CloseInterrelationofMotorDevelopmentandCognitiveDevelopmentandoftheCerebellumandPrefrontalCortex[J].ChildDevelopment,2000,71(1).。第三，運(yùn)動(dòng)技能和認(rèn)知技能都有幾個(gè)共同的基礎(chǔ)過(guò)程，如排序、監(jiān)控和規(guī)劃NeuropsychologyD.Taylor&FrancisOnline::DevelopmentofExecutiveFunctionsThroughLateChildhoodandAdolescenceinanAustralianSample-DevelopmentalNeuropsychology-Volume20,Issue1[J].DevelopmentalNeuropsychology.。這些可能的解釋強(qiáng)調(diào)了探索動(dòng)作技能與認(rèn)知技能之間關(guān)系的必要性。DesmondJE,GabrieliJDE,WagnerAD,etal.LobularPatternsofCerebellarActivationinVerbalWorking-MemoryandFinger-TappingTasksasRevealedbyFunctionalMRI[J].TheJournalofNeuroscience,1997,17(24).DiamondA.CloseInterrelationofMotorDevelopmentandCognitiveDevelopmentandoftheCerebellumandPrefrontalCortex[J].ChildDevelopment,2000,71(1).NeuropsychologyD.Taylor&FrancisOnline::DevelopmentofExecutiveFunctionsThroughLateChildhoodandAdolescenceinanAustralianSample-DevelopmentalNeuropsychology-Volume20,Issue1[J].DevelopmentalNeuropsychology.隨著研究的不斷豐富與深入，動(dòng)作對(duì)認(rèn)知發(fā)展的影響作用也得到了多方面研究的驗(yàn)證。大腦研究表明，動(dòng)作和認(rèn)知發(fā)展是相互關(guān)聯(lián)的；神經(jīng)影像學(xué)研究顯示，在動(dòng)作和認(rèn)知任務(wù)中新大腦皮層和背外側(cè)前額葉皮層是共被同激活的DiamondA.CloseInterrelationofMotorDevelopmentandCognitiveDevelopmentandoftheCerebellumandPrefrontalCortex[J].ChildDevelopment,2000,71(1).DiamondA.Interrelatedandinterdependent[J].DevelopmentalScience,2007,10(1).。兒童教育和護(hù)理專(zhuān)家以及發(fā)展心理學(xué)家也支持動(dòng)作和認(rèn)知發(fā)展重疊且相互關(guān)聯(lián)的觀點(diǎn)GrossmanLS.EagertoLearn:EducatingOurPreschoolers[J].JournalofDevelopmental&BehavioralPediatrics,2001,22(6):441-442.。此外，動(dòng)作發(fā)展和認(rèn)知發(fā)展的聯(lián)系是兒童發(fā)展的基礎(chǔ)理論。根據(jù)皮亞杰的“認(rèn)知發(fā)展理論”可知?jiǎng)幼骱驼J(rèn)知發(fā)展是通過(guò)“身體運(yùn)動(dòng)思維”聯(lián)系在一起的Theoriginofintelligenceinchildren。認(rèn)知過(guò)程通過(guò)身體產(chǎn)生的動(dòng)作得到增強(qiáng)，這在發(fā)育的感覺(jué)運(yùn)動(dòng)階段（0-2歲）尤為明顯。動(dòng)態(tài)系統(tǒng)理論提出運(yùn)動(dòng)是認(rèn)知、神經(jīng)、肌肉和骨骼等子系統(tǒng)相互作用的結(jié)果ADynamicSystemsApproachtotheDevelopmentofCognitionandAction。此外，“生態(tài)視角”理論提出嬰兒可以感知環(huán)境信息并據(jù)此采取行動(dòng)，從而將認(rèn)知和動(dòng)作過(guò)程聯(lián)系起來(lái)GibsonJJ.TheEcologicalApproachtoVisualPerception[J].1979,42(1):98-99.。DiamondA.CloseInterrelationofMotorDevelopmentandCognitiveDevelopmentandoftheCerebellumandPrefrontalCortex[J].ChildDevelopment,2000,71(1).DiamondA.Interrelatedandinterdependent[J].DevelopmentalScience,2007,10(1).GrossmanLS.EagertoLearn:EducatingOurPreschoolers[J].JournalofDevelopmental&BehavioralPediatrics,2001,22(6):441-442.TheoriginofintelligenceinchildrenADynamicSystemsApproachtotheDevelopmentofCognitionandActionGibsonJJ.TheEcologicalApproachtoVisualPerception[J].1979,42(1):98-99.除了系統(tǒng)的理論研究外，許多實(shí)證研究也表明基本運(yùn)動(dòng)技能對(duì)兒童的認(rèn)知發(fā)展有著長(zhǎng)期且關(guān)鍵的影響作用。2015年荷蘭學(xué)者的一項(xiàng)系統(tǒng)綜述研究了4至16歲典型發(fā)育兒童的動(dòng)作技能和認(rèn)知技能之間的關(guān)系，相關(guān)性證據(jù)最多的動(dòng)作技能類(lèi)別是物體控制技能、精細(xì)運(yùn)動(dòng)技能和動(dòng)作的時(shí)間表現(xiàn)。這種關(guān)系在青春期前兒童中比青春期兒童(>13歲)更強(qiáng)IreneM.J.vanderFelsa,ASCMTW,AEH,etal.Therelationshipbetweenmotorskillsandcognitiveskillsin4–16yearoldtypicallydevelopingchildren:Asystematicreview[J].JournalofScienceandMedicineinSport,2015,18(6):697-703.。IreneM.J.vanderFelsa,ASCMTW,AEH,etal.Therelationshipbetweenmotorskillsandcognitiveskillsin4–16yearoldtypicallydevelopingchildren:Asystematicreview[J].JournalofScienceandMedicineinSport,2015,18(6):697-703.執(zhí)行功能是反應(yīng)認(rèn)知水平的一個(gè)重要子測(cè)驗(yàn)指標(biāo)，現(xiàn)已被確定為兒童學(xué)業(yè)成績(jī)的預(yù)測(cè)因素StClair-ThompsonHL,GathercoleSE.Executivefunctionsandachievementsinschool:Shifting,updating,inhibition,andworkingmemory[J].QuarterlyJournalofExperimentalPsychology,2006,59(4):745-759.Therelationshipbetweenmotorandexecutivefunctioningin3-to5-year-oldchildren。因此，運(yùn)動(dòng)技能發(fā)展以及認(rèn)知發(fā)展對(duì)于入學(xué)準(zhǔn)備和長(zhǎng)期學(xué)業(yè)成功的重要性已經(jīng)在修訂后的《提前開(kāi)始早期學(xué)習(xí)成果框架:從出生到五歲》Headstartearlylearningoutcomesframework:agesbirthtofiveDevelopmentalFoundationsofSchoolReadinessforInfantsandToddlers:AResearchtoPracticeReport中得到認(rèn)可。框架陳述了運(yùn)動(dòng)和認(rèn)知發(fā)展，以及社會(huì)情感發(fā)展形成了早期學(xué)習(xí)和發(fā)展的三個(gè)主要的、相互關(guān)聯(lián)的發(fā)展領(lǐng)域。研究還支持早期運(yùn)動(dòng)發(fā)育的長(zhǎng)期重要性，即出生到4歲是6到11歲兒童處理速度和工作記憶的預(yù)測(cè)因素PiekJP,DawsonL,SmithLM,etal.Theroleofearlyfineandgrossmotordevelopmentonlatermotorandcognitiveability[J].HumMov,2008,27(5):668-681.。StClair-ThompsonHL,GathercoleSE.Executivefunctionsandachievementsinschool:Shifting,updating,inhibition,andworkingmemory[J].QuarterlyJournalofExperimentalPsychology,2006,59(4):745-759.Therelationshipbetweenmotorandexecutivefunctioningin3-to5-year-oldchildrenHeadstartearlylearningoutcomesframework:agesbirthtofiveDevelopmentalFoundationsofSchoolReadinessforInfantsandToddlers:AResearchtoPracticeReportPiekJP,DawsonL,SmithLM,etal.Theroleofearlyfineandgrossmotordevelopmentonlatermotorandcognitiveability[J].HumMov,2008,27(5):668-681.（3）基本運(yùn)動(dòng)技能發(fā)展能夠調(diào)節(jié)兒童情感發(fā)展與前兩個(gè)方面相比，基本運(yùn)動(dòng)技能與兒童的社會(huì)性、情緒情感發(fā)展關(guān)系的研究為數(shù)較少，也不夠充分。不過(guò)，兒童社會(huì)交往能力的發(fā)展被認(rèn)為是兒童發(fā)展的一個(gè)重要方面PetersonC.LookingForwardThroughtheLifeSpan[M]//Lookingforwardthroughthelifespan:.，并與動(dòng)作發(fā)展密切相關(guān)BartO,HajamiD,Bar-HaimY.Predictingschooladjustmentfrommotorabilitiesinkindergarten[J].Infant&ChildDevelopment,2010,16(6):597-615.CumminsA,PiekJP,DyckMJ.Motorcoordination,empathy,andsocialbehaviourinschool-agedchildren[J].DevelopmentalMedicine&ChildNeurology,2010,47(7):437-442.LingamR,GoldingJ,JongmansMJ,etal.Theassociationbetweendevelopmentalcoordinationdisorderandotherdevelopmentaltraits.[J].Pediatrics,2010,126(5):1109-18.。在發(fā)展心理學(xué)理論中，許多學(xué)者都強(qiáng)調(diào)動(dòng)作在兒童早期情感與社會(huì)性發(fā)展中具有重要價(jià)值。PetersonC.LookingForwardThroughtheLifeSpan[M]//Lookingforwardthroughthelifespan:.BartO,HajamiD,Bar-HaimY.Predictingschooladjustmentfrommotorabilitiesinkindergarten[J].Infant&ChildDevelopment,2010,16(6):597-615.CumminsA,PiekJP,DyckMJ.Motorcoordination,empathy,andsocialbehaviourinschool-agedchildren[J].DevelopmentalMedicine&ChildNeurology,2010,47(7):437-442.LingamR,GoldingJ,JongmansMJ,etal.Theassociationbetweendevelopmentalcoordinationdisorderandotherdevelopmentaltraits.[J].Pediatrics,2010,126(5):1109-18.幼兒期也是情緒能力發(fā)展和心理調(diào)節(jié)的關(guān)鍵時(shí)期。因此，運(yùn)動(dòng)發(fā)育遲緩的兒童會(huì)經(jīng)歷更高水平的情感困難，如抑郁和焦慮癥狀DeweyD,KaplanBJ,CrawfordSG,etal.Developmentalcoordinationdisorder:associatedproblemsinattention,learning,andpsychosocialadjustment.[J].HumanMovementScience,2002,21(5-6):905-918.PiekJP,BradburyGS,ElsleySC,TateL.MotorCoordinationandSocial-EmotionalBehaviourinPreschool-agedChildren。抑郁癥和焦慮癥通常被歸類(lèi)為一種寬帶功能障礙，稱為內(nèi)化癥狀KovacsM,DevlinB.InternalizingDisordersinChildhood[J].JournalofChildPsychologyandPsychiatry,1998,39(1):47-63.，其中還包括情緒低落、緊張、恐懼、擔(dān)憂和軀體不適。DeweyD,KaplanBJ,CrawfordSG,etal.Developmentalcoordinationdisorder:associatedproblemsinattention,learning,andpsychosocialadjustment.[J].HumanMovementScience,2002,21(5-6):905-918.PiekJP,BradburyGS,ElsleySC,TateL.MotorCoordinationandSocial-EmotionalBehaviourinPreschool-agedChildrenKovacsM,DevlinB.InternalizingDisordersinChildhood[J].JournalofChildPsychologyandPsychiatry,1998,39(1):47-63.對(duì)于兒童中后期的研究主要聚焦在探討動(dòng)作發(fā)展與自我意識(shí)以及社會(huì)交往的關(guān)系方面。Gruber認(rèn)為當(dāng)游戲涉及到體育活動(dòng)時(shí)，它為兒童提供了發(fā)展和提高運(yùn)動(dòng)技能與社會(huì)技能的機(jī)會(huì)DauEE,JonesEE.Child'sPlay:RevisitingPlayinEarlyChildhoodSettings.[M].BrookesPublishing,MaplePressDistributionCenter,I-83IndustrialPark,POB15100,York,PA17405($36).Tel:410-337-9580;Fax:410-337-8539;Website:.1999.。而運(yùn)動(dòng)技能以及社會(huì)交往技能的提高有助于促進(jìn)兒童健康的自我概念發(fā)展。相反，眾多研究顯示，運(yùn)動(dòng)能力差的兒童，例如那些患有發(fā)展協(xié)調(diào)障礙的兒童，更有可能退出與其他兒童的身體游戲Barbour,AnnC.PhysicalCompetenceandPeerRelationsin2nd-Graders:QualitativeCaseStudiesfromRecessPlay[J].JournalofResearchinChildhoodEducation,1996,11(1):35-46.CairneyJ,HayJA,FaughtBE,etal.DevelopmentalCoordinationDisorder,GeneralizedSelf-EfficacyTowardPhysicalActivity,andParticipationinOrganizedandFreePlayActivities[J].JournalofPediatrics,2005,147(4):515-520.SmythMM,AndersonHI.Copingwithclumsinessintheschoolplayground:Socialandphysicalplayinchildrenwithcoordinationimpairments[J].2000,18(3):389-413.，被要求與其他孩子一起玩的次數(shù)較少，比他們典型的發(fā)展中的同齡人友誼更少Barbour,AnnC.PhysicalCompetenceandPeerRelationsin2nd-Graders:QualitativeCaseStudiesfromRecessPlay[J].JournalofResearchinChildhoodEducation,1996,11(1):35-46.。因此，有研究者認(rèn)為，運(yùn)動(dòng)能力差的孩子因?yàn)樯眢w限制而無(wú)法在操場(chǎng)上找到玩伴Hyman,Hop.Children'ssocialcompetenceandskill:Currentresearchpracticesandfuturedirection[J].BehaviorTherapy,1983.。這可能是因?yàn)椋羞\(yùn)動(dòng)技能困難的兒童所經(jīng)歷的身體限制導(dǎo)致兒童逃避社會(huì)游戲和體育課所要求的動(dòng)作CairneyJ,HayJ,MandigoJ,etal.Developmentalcoordinationdisorderandreportedenjoymentofphysicaleducationinchildren[J].EuropeanPhysicalEducationReview,2016,13(1):81-98.。DauEE,JonesEE.Child'sPlay:RevisitingPlayinEarlyChildhoodSettings.[M].BrookesPublishing,MaplePressDistributionCenter,I-83IndustrialPark,POB15100,York,PA17405($36).Tel:410-337-9580;Fax:410-337-8539;Website:.1999.Barbour,AnnC.PhysicalCompetenceandPeerRelationsin2nd-Graders:QualitativeCaseStudiesfromRecessPlay[J].JournalofResearchinChildhoodEducation,1996,11(1):35-46.CairneyJ,HayJA,FaughtBE,etal.DevelopmentalCoordinationDisorder,GeneralizedSelf-EfficacyTowardPhysicalActi