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Motoristen perustaitojen kehittyminen luo pohjaa lapsen liikkumiselle ja kokonaisvaltaiselle fyysiselle aktiivisuudelle. Virtuaalisten liikuntapelien (exergames) yhteyttä motoristen taitojen hallintaan on aiemmin tutkittu varsin vähän. Tutkimuksen tavoitteena oli selvittää esikoululasten motoriset perustaidot Test of Gross Motor Development Third Edition (TGMD-3) -testistön avulla ja tutkia iWall -liikuntapelien vaikutuksia motoristen taitojen kehittymiseen. Tutkimukseen osallistui 2 esikouluryhmää, joista toinen toimi testiryhmänä ja toinen kontrolliryhmänä. Testiryhmään kuului 10 lasta ja kontrolliryhmään 13 lasta. Kaikki lapset olivat 6 – 7 vuotiaita. Testiryhmän lapset osallistuivat motoristen taitojen alkumittauksiin (Pre1 ja Pre2) sekä loppumittaukseen (Post) ja lisäksi liikuntapeli- jaksoon, joka toteutettiin koululle asennetulla iWall- laitteella. TGMD-3 mittaa liikkumistaitoja (juoksu, laukka eteenpäin, konkkaus, vuorohyppely, tasaponnistus eteen ja sivulaukka) ja käsittelytaitoja (kahden käden mailasivulyönti, yhden käden kämmenlyönti, pallon pompotus, kahden käden kiinniotto, potku, heitto yliolan ja heitto aliolan). iWall sisälsi neljä peliä; Shadow Master, Hyperslam, Parkour ja Space Shooter. Jokaiselle testiryhmän lapselle pelikertoja kertyi yhteensä 18x30min 6 viikon harjoitusjakson aikana. Kontrolliryhmä osallistui ainoastaan motoristen taitojen alku- ja loppumittauksiin (Pre1, Pre2 ja Post). Muuten he jatkoivat normaaleja päivittäisiä toimiaan. Aineisto analysoitiin IBM SPSS 26 ohjelmalla. TGMD-3 testistön tuloksia tarkasteltiin kokonaispisteiden avulla ja erikseen liikkumis- ja käsittely taitojen sekä yksittäisten taitojen osalta. Päämuuttujina olivat ryhmä ja aika sekä niiden yhdysvaikutukset ja parilliset vertailut ryhmien välillä. TGMD-3 testissä aika havaittiin tilastollisesti merkitseväksi tekijäksi kokonaispisteissä (F=13.653, p<0.000***), liikkumistaidoissa (F=7.653, p=0.001), konkkauksessa (F=15.507, p<0.000), käsittelytaidoissa (F=5.202, p=0.010), yhden käden kämmenlyönnissä (F=5.196, p=0.010) ja yliolan heitossa (F=4.955, p=0.012*). Lisäksi testiryhmän sisällä havaittiin tilastollisia muutoksia kaikissa edellä mainituissa taidoissa sekä myös eroja testi- ja kontrolliryhmien välillä lukuun ottamatta konkkausta. Ryhmien ja ajan yhdysvaikutus havaittiin kokonaispisteissä (F=13.924, p<0.000), konkkauksessa (F=5.274, p=0.017), käsittelytaidoissa (F=15.056, p<0.000), yhden käden kämmenlyönnissä (F=8.329, p=0.001) ja yliolan heitossa (F=11.013, p<0.000). Vaikka tutkimuksen otoskoko oli suhteellisen pieni ja esikoululasten suoritusten välillä voi olla melko suuriakin vaihteluja niin tulokset osoittavat, että liikuntapelit näyttäisivät kehittävän lasten motorisia taitoja jo melko lyhyessä ajassa.
The development of the motoric basic skills provides the basis for child’s movement and overall physical activity. It is not clear at present, how the exergames are connected to the development of the motor skills in preschool children. The purpose of the study was to examine the preschoolers’ motor basic skills with the help of the Test of Gross Motor Development Third Edition (TGMD-3) -test set and to study the effects of iWall-exergames on the development of motor skills. Two preschool groups participated to the study: one group was the test group and the other was the control group. The test group consisted of 10 children and the control group of 13 children. All the children were six to seven years old. The children in the test group participated in the initial assessment of the motoric skills (Pre 1 and Pre 2) and in the end point assessment (Post). In addition, they participated in a exergames period that was carried out with a iWall-equipment, installed in the school of the children. TGMD-3 measures locomotor skills (run, gallop, hop, skip, horizontal jump and slide) and ball skills (two-hand strike of a stationary ball, one-hand forehand strike of self-bounced ball, one-hand stationary dribble, two-hand catch, kick a stationary ball, overhand throw and underhand throw). iWall included four games: Shadow Master, Hyperslam, Parkour and Space Shooter. Each child in the test group played the games altogether 18 x 30 minutes. The control group participated only in the initial and the end point assessments of the motoric skills (Pre1, Pre2 and Post). Otherwise the control group kept on with their usual daily routines. The study material was analyzed with the IBM SPSS 26 program. The results of the TGMD-3 -test set were examined with the help of the total points. In addition, were the results of the locomotor skills, ball skills and single skills regarded each separately. The main variables were: group, time and their cooperative action and paired comparisons between the groups. In the TGMD-3 -test time was a significant factor regarding the total points (F=13.653, p<0.000), the locomotor skills (F=7.653, p=0.001), the hopping (F=15.507, p<0.000), the ball skills (F=5.202, p=0.010), the one-hand forehand striking of self-bounced ball (F=5.196, p=0.010) and the overhand throwing (F=4.955, p=0.012). In addition, statistical differences were observed within the test group in all the abovesaid skills and also between the test and the control group except in hopping. There were statistical differences in the interaction of groups and time in the total points (F=13.924, p<0.000), the hopping (F=5.274, p=0.017), the ball skills (F=15.056, p<0.000), the one-hand forehand striking of self-bounced ball (F=8.329, p=0.001) and the overhand throwing (F=11.013, p<0.000). The sampling size of the study was relatively small and there can be quite big variation in the performances among preschoolers, but even so the study results indicate that the exergames improved the motor skills of children already in a short period of time.
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[{"key": "dc.contributor.advisor", "value": "Piirainen, Jarmo", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Piirainen, Risto", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2021-06-29T10:00:03Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2021-06-29T10:00:03Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2021", "language": "", "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/76901", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Motoristen perustaitojen kehittyminen luo pohjaa lapsen liikkumiselle ja kokonaisvaltaiselle fyysiselle aktiivisuudelle. Virtuaalisten liikuntapelien (exergames) yhteytt\u00e4 motoristen taitojen hallintaan on aiemmin tutkittu varsin v\u00e4h\u00e4n. Tutkimuksen tavoitteena oli selvitt\u00e4\u00e4 esikoululasten motoriset perustaidot Test of Gross Motor Development Third Edition (TGMD-3) -testist\u00f6n avulla ja tutkia iWall -liikuntapelien vaikutuksia motoristen taitojen kehittymiseen. Tutkimukseen osallistui 2 esikouluryhm\u00e4\u00e4, joista toinen toimi testiryhm\u00e4n\u00e4 ja toinen kontrolliryhm\u00e4n\u00e4. Testiryhm\u00e4\u00e4n kuului 10 lasta ja kontrolliryhm\u00e4\u00e4n 13 lasta. Kaikki lapset olivat 6 \u2013 7 vuotiaita. Testiryhm\u00e4n lapset osallistuivat motoristen taitojen alkumittauksiin (Pre1 ja Pre2) sek\u00e4 loppumittaukseen (Post) ja lis\u00e4ksi liikuntapeli- jaksoon, joka toteutettiin koululle asennetulla iWall- laitteella. TGMD-3 mittaa liikkumistaitoja (juoksu, laukka eteenp\u00e4in, konkkaus, vuorohyppely, tasaponnistus eteen ja sivulaukka) ja k\u00e4sittelytaitoja (kahden k\u00e4den mailasivuly\u00f6nti, yhden k\u00e4den k\u00e4mmenly\u00f6nti, pallon pompotus, kahden k\u00e4den kiinniotto, potku, heitto yliolan ja heitto aliolan). iWall sis\u00e4lsi nelj\u00e4 peli\u00e4; Shadow Master, Hyperslam, Parkour ja Space Shooter. Jokaiselle testiryhm\u00e4n lapselle pelikertoja kertyi yhteens\u00e4 18x30min 6 viikon harjoitusjakson aikana. Kontrolliryhm\u00e4 osallistui ainoastaan motoristen taitojen alku- ja loppumittauksiin (Pre1, Pre2 ja Post). Muuten he jatkoivat normaaleja p\u00e4ivitt\u00e4isi\u00e4 toimiaan. Aineisto analysoitiin IBM SPSS 26 ohjelmalla. TGMD-3 testist\u00f6n tuloksia tarkasteltiin kokonaispisteiden avulla ja erikseen liikkumis- ja k\u00e4sittely taitojen sek\u00e4 yksitt\u00e4isten taitojen osalta. P\u00e4\u00e4muuttujina olivat ryhm\u00e4 ja aika sek\u00e4 niiden yhdysvaikutukset ja parilliset vertailut ryhmien v\u00e4lill\u00e4. TGMD-3 testiss\u00e4 aika havaittiin tilastollisesti merkitsev\u00e4ksi tekij\u00e4ksi kokonaispisteiss\u00e4 (F=13.653, p<0.000***), liikkumistaidoissa (F=7.653, p=0.001), konkkauksessa (F=15.507, p<0.000), k\u00e4sittelytaidoissa (F=5.202, p=0.010), yhden k\u00e4den k\u00e4mmenly\u00f6nniss\u00e4 (F=5.196, p=0.010) ja yliolan heitossa (F=4.955, p=0.012*). Lis\u00e4ksi testiryhm\u00e4n sis\u00e4ll\u00e4 havaittiin tilastollisia muutoksia kaikissa edell\u00e4 mainituissa taidoissa sek\u00e4 my\u00f6s eroja testi- ja kontrolliryhmien v\u00e4lill\u00e4 lukuun ottamatta konkkausta. Ryhmien ja ajan yhdysvaikutus havaittiin kokonaispisteiss\u00e4 (F=13.924, p<0.000), konkkauksessa (F=5.274, p=0.017), k\u00e4sittelytaidoissa (F=15.056, p<0.000), yhden k\u00e4den k\u00e4mmenly\u00f6nniss\u00e4 (F=8.329, p=0.001) ja yliolan heitossa (F=11.013, p<0.000). Vaikka tutkimuksen otoskoko oli suhteellisen pieni ja esikoululasten suoritusten v\u00e4lill\u00e4 voi olla melko suuriakin vaihteluja niin tulokset osoittavat, ett\u00e4 liikuntapelit n\u00e4ytt\u00e4isiv\u00e4t kehitt\u00e4v\u00e4n lasten motorisia taitoja jo melko lyhyess\u00e4 ajassa.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "The development of the motoric basic skills provides the basis for child\u2019s movement and overall physical activity. It is not clear at present, how the exergames are connected to the development of the motor skills in preschool children. The purpose of the study was to examine the preschoolers\u2019 motor basic skills with the help of the Test of Gross Motor Development Third Edition (TGMD-3) -test set and to study the effects of iWall-exergames on the development of motor skills. Two preschool groups participated to the study: one group was the test group and the other was the control group. The test group consisted of 10 children and the control group of 13 children. All the children were six to seven years old. The children in the test group participated in the initial assessment of the motoric skills (Pre 1 and Pre 2) and in the end point assessment (Post). In addition, they participated in a exergames period that was carried out with a iWall-equipment, installed in the school of the children. TGMD-3 measures locomotor skills (run, gallop, hop, skip, horizontal jump and slide) and ball skills (two-hand strike of a stationary ball, one-hand forehand strike of self-bounced ball, one-hand stationary dribble, two-hand catch, kick a stationary ball, overhand throw and underhand throw). iWall included four games: Shadow Master, Hyperslam, Parkour and Space Shooter. Each child in the test group played the games altogether 18 x 30 minutes. The control group participated only in the initial and the end point assessments of the motoric skills (Pre1, Pre2 and Post). Otherwise the control group kept on with their usual daily routines. The study material was analyzed with the IBM SPSS 26 program. The results of the TGMD-3 -test set were examined with the help of the total points. In addition, were the results of the locomotor skills, ball skills and single skills regarded each separately. The main variables were: group, time and their cooperative action and paired comparisons between the groups. In the TGMD-3 -test time was a significant factor regarding the total points (F=13.653, p<0.000), the locomotor skills (F=7.653, p=0.001), the hopping (F=15.507, p<0.000), the ball skills (F=5.202, p=0.010), the one-hand forehand striking of self-bounced ball (F=5.196, p=0.010) and the overhand throwing (F=4.955, p=0.012). In addition, statistical differences were observed within the test group in all the abovesaid skills and also between the test and the control group except in hopping. There were statistical differences in the interaction of groups and time in the total points (F=13.924, p<0.000), the hopping (F=5.274, p=0.017), the ball skills (F=15.056, p<0.000), the one-hand forehand striking of self-bounced ball (F=8.329, p=0.001) and the overhand throwing (F=11.013, p<0.000). The sampling size of the study was relatively small and there can be quite big variation in the performances among preschoolers, but even so the study results indicate that the exergames improved the motor skills of children already in a short period of time.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Miia Hakanen (mihakane@jyu.fi) on 2021-06-29T10:00:03Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2021-06-29T10:00:03Z (GMT). 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