東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Getting an Active Start: Evaluating ...

Famelia, Ruri.

FindBook

Google Book

Amazon

博客來

Getting an Active Start: Evaluating the Feasibility of INDO-SKIP to Promote Motor Competence, Perceived Motor Competence and Executive Function in Young, Muslim Children in Indonesia.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Getting an Active Start: Evaluating the Feasibility of INDO-SKIP to Promote Motor Competence, Perceived Motor Competence and Executive Function in Young, Muslim Children in Indonesia./
作者:	Famelia, Ruri.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	262 p.
附註:	Source: Dissertations Abstracts International, Volume: 80-08, Section: A.
Contained By:	Dissertations Abstracts International80-08A.
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13834470
ISBN:	9780438813816

Getting an Active Start: Evaluating the Feasibility of INDO-SKIP to Promote Motor Competence, Perceived Motor Competence and Executive Function in Young, Muslim Children in Indonesia.
Famelia, Ruri.

Getting an Active Start: Evaluating the Feasibility of INDO-SKIP to Promote Motor Competence, Perceived Motor Competence and Executive Function in Young, Muslim Children in Indonesia. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 262 p.

Source: Dissertations Abstracts International, Volume: 80-08, Section: A.

Thesis (Ph.D.)--The Ohio State University, 2018.

This item must not be sold to any third party vendors.

The primary purpose of the study was to determine the effectiveness of an eight-week INDO-SKIP motor skill program on Indonesian preschool children's motor competence and perceived motor competence. A secondary purpose of the study was to investigate the influence of the INDO-SKIP program on Indonesian preschoolers' executive function. Early childhood teachers (n=12) were recruited from four early childhood centers. Classrooms were purposively assigned to INDO-SKIP group (n=6) and control group (n=6), and children (n= 156) were nested into either group. Teachers in the INDO-SKIP group were trained in 9-hour initial workshop on INDO-SKIP. During the workshop, the teachers were assessed to determine the effectiveness of the workshop on teachers' motor development and physical education knowledge. Children in the INDO-SKIP group received 16, 30 minutes session over eight week of INDO-SKIP intervention delivered by teachers, while children in the control group received business as usual condition. All children were pretested and posttested on: 1) motor competence: measured by the Test of Gross Motor Development-2 (TGMD-2)-Object control (OC) subscale, and Movement Assessment Battery for Children-2 (MABC-2), 2) perceived motor competence: measured by Perceived Physical Competence (PPC) Subscale of the Pictorial Scale for Perceived Competence and Social Acceptance for Young Children, and the Pictorial Scale of Perceived Movement Skill Competence (PMSC) for Young Children instrument, and 3) Executive Function: measured by Day and Night (DN) Task, and Head-Toes-Knee-Shoulder (HTKS) Task. Teachers' fidelity on teaching INDO-SKIP was 77.14%, and it was also determined that there were sufficient distinguishing features of the INDO-SKIP intervention differentiating it form the business as usual instruction of the control condition. The impact of the INDO-SKIP intervention on child outcomes was analyzed using Multivariate Analysis of Covariance (MANCOVA). The influence of teacher's fidelity on teaching INDO-SKIP was analyzed using Hierarchical Linear Modeling (HLM). Results showed that INDO-SKIP intervention influence children OC skill competence (p <.001) with large effect size (η2= .55) but not MABC-2. The INDO-SKIP intervention also influenced both PPC ( p= .00) with small effect size (η2 = .15) and PMSC (p <.001) also with small effect size (η 2 = .07). It was found that teacher's fidelity did not significantly (p = .24) influence children outcome on OC competence and perceived motor competence. Moreover, the INDO-SKIP intervention also influenced children DN score (p = .01). In conclusion, this study revealed the feasibility of trained early childhood teachers to deliver INDO-SKIP intervention in Indonesia to improve children motor competence, perceived motor competence, and executive function. Future studies will be needed to examine the impact of INDO-SKIP intervention in the larger sample size with randomization experimental design.

ISBN: 9780438813816Subjects--Topical Terms:

516579
Education.

Getting an Active Start: Evaluating the Feasibility of INDO-SKIP to Promote Motor Competence, Perceived Motor Competence and Executive Function in Young, Muslim Children in Indonesia.
LDR:04276nmm a2200349 4500 001 2206544
005 20190828120159.5
008 201008s2018 ||||||||||||||||| ||eng d
020 $a 9780438813816
035 $a (MiAaPQ)AAI13834470
035 $a (MiAaPQ)OhioLINK:osu1531737546717012
035 $a AAI13834470
040 $a MiAaPQ $c MiAaPQ
100 1 $a Famelia, Ruri. $3 3433456
245 1 0 $a Getting an Active Start: Evaluating the Feasibility of INDO-SKIP to Promote Motor Competence, Perceived Motor Competence and Executive Function in Young, Muslim Children in Indonesia.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 262 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-08, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Goodway, Jacqueline.
502 $a Thesis (Ph.D.)--The Ohio State University, 2018.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The primary purpose of the study was to determine the effectiveness of an eight-week INDO-SKIP motor skill program on Indonesian preschool children's motor competence and perceived motor competence. A secondary purpose of the study was to investigate the influence of the INDO-SKIP program on Indonesian preschoolers' executive function. Early childhood teachers (n=12) were recruited from four early childhood centers. Classrooms were purposively assigned to INDO-SKIP group (n=6) and control group (n=6), and children (n= 156) were nested into either group. Teachers in the INDO-SKIP group were trained in 9-hour initial workshop on INDO-SKIP. During the workshop, the teachers were assessed to determine the effectiveness of the workshop on teachers' motor development and physical education knowledge. Children in the INDO-SKIP group received 16, 30 minutes session over eight week of INDO-SKIP intervention delivered by teachers, while children in the control group received business as usual condition. All children were pretested and posttested on: 1) motor competence: measured by the Test of Gross Motor Development-2 (TGMD-2)-Object control (OC) subscale, and Movement Assessment Battery for Children-2 (MABC-2), 2) perceived motor competence: measured by Perceived Physical Competence (PPC) Subscale of the Pictorial Scale for Perceived Competence and Social Acceptance for Young Children, and the Pictorial Scale of Perceived Movement Skill Competence (PMSC) for Young Children instrument, and 3) Executive Function: measured by Day and Night (DN) Task, and Head-Toes-Knee-Shoulder (HTKS) Task. Teachers' fidelity on teaching INDO-SKIP was 77.14%, and it was also determined that there were sufficient distinguishing features of the INDO-SKIP intervention differentiating it form the business as usual instruction of the control condition. The impact of the INDO-SKIP intervention on child outcomes was analyzed using Multivariate Analysis of Covariance (MANCOVA). The influence of teacher's fidelity on teaching INDO-SKIP was analyzed using Hierarchical Linear Modeling (HLM). Results showed that INDO-SKIP intervention influence children OC skill competence (p <.001) with large effect size (η2= .55) but not MABC-2. The INDO-SKIP intervention also influenced both PPC ( p= .00) with small effect size (η2 = .15) and PMSC (p <.001) also with small effect size (η 2 = .07). It was found that teacher's fidelity did not significantly (p = .24) influence children outcome on OC competence and perceived motor competence. Moreover, the INDO-SKIP intervention also influenced children DN score (p = .01). In conclusion, this study revealed the feasibility of trained early childhood teachers to deliver INDO-SKIP intervention in Indonesia to improve children motor competence, perceived motor competence, and executive function. Future studies will be needed to examine the impact of INDO-SKIP intervention in the larger sample size with randomization experimental design.
590 $a School code: 0168.
650 4 $a Education. $3 516579
650 4 $a Early childhood education. $3 518817
650 4 $a Physical education. $3 635343
690 $a 0515
690 $a 0518
690 $a 0523
710 2 $a The Ohio State University. $b Kinesiology. $3 3176712
773 0 $t Dissertations Abstracts International $g 80-08A.
790 $a 0168
791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13834470