李雨浓1，赵广高1，苏利强2，付近梅3，陈德龙1，胡学文1，蒋天乐1，沈凡超1
(1.南昌大学 体育学院，江西 南昌 330031；2.江西师范大学 体育学院，江西 南昌 330022；3.江西省体育局 体育科学医疗中心，江西 南昌 330006)
摘 要：探讨托育环境对幼儿身体活动(PA)与体质的干预作用。于同一社区选取2所公办幼儿园，每园募集3~6岁幼儿各89名分别作为对照组(C组)与实验组(T组)。依照《幼儿托育环境评定量表(修订版)》(ECERS-R)中空间与设施、个人日常照料、活动、互动、课程结构、家长与教师部分对T组幼儿进行为期8周的托育环境干预。在实验前后，借助ActiGraph GT3X-BT测量幼儿身体活动(PA)，参照《国民体质测定标准手册(幼儿部分)》测量幼儿体质，在此基础上比较实验前后各指标结果差异及其变化趋势，分析幼儿PA与体质的相关关系。结果发现，实验后T组幼儿身体活动(TPA)、低强度身体活动(LPA)均显著高于实验前与C组实验后，且T组实验前后LPA变化值显著高于C组。在体质方面，实验后T组双脚连续跳、平衡木等项目均显著高于实验前与C组实验后，且T组体质综合评分变化值显著高于C组。此外，实验前后LPA、TPA与体质综合评分均呈显著正相关，且LPA、TPA均可显著影响体质综合评分。研究认为，对托育环境中教师(保育员)的干预可通过课程结构与活动、互动等方面促进幼儿体质，同时托育环境中对空间设施等干预可促进幼儿PA水平。此外，幼儿PA尤其是LPA水平的提高可促进幼儿体质健康发展，而体质水平的提升也可增加幼儿PA参与，形成良性循环。
关 键 词：运动生理学；幼儿身体活动；幼儿体质；托育环境
中图分类号：G804.2 文献标志码：A 文章编号：1006-7116(2025)06-0147-08
A study on the influence of childcare environment intervention on children's physical activity and physical fitness
LI Yunong1，ZHAO Guanggao1，SU Liqiang2，FU Jingmei3，CHEN Delong1，HU Xuewen1，JIANG Tianle1，SHEN Fanchao1
(1.School of Physical Education，Nanchang University，Nanchang 330031，China；2.School of Physical Education，Jiangxi Normal University，Nanchang 330022，China；3.Sports Science and Medical Center，
Jiangxi Provincial Sports Bureau，Nanchang 330006，China)
Abstract: To explore the intervention effect of childcare environment on preschool children's physical activity and physical fitness. Two public kindergartens were selected in the same community, and 89 children aged 3~6 years old in each kindergarten were collected as control group (group C) and experimental group (group T). According to the Space and Facilities, Personal Daily Care, Activities, Interaction, Curriculum Structure, Parents and Teachers in the 'Early Childhood Care Environment Rating Scale (Revised Edition), the children in the group T were intervened in the childcare environment with 8 weeks. Before and after the experiment, children's physical activity was measured by ActiGraph GT3X-BT, and children's physical fitness was measured by referring to the 'National Physical Fitness Determination Standard Manual (Children's Part). On this basis, the differences and trends of the results of each index before and after the experiment were compared, and the correlation between children's physical activity and physical fitness was also analyzed. The results showed that the total physical activity and low-intensity physical activity of children in group T after the experiment were significantly higher than those before the experiment and after the experiment in group C, and the change value of low-intensity physical activity before and after the experiment in group T was significantly higher than that in group C. In terms of physical fitness after experiment, the continuous jump of both feet and balance beam in group T were significantly higher than those before the experiment and after the experiment in group C, and the change value of comprehensive score of physical fitness in group T was significantly higher than that in group C. In addition, before and after the experiment, low-intensity physical activity and total physical activity were significantly positively correlated with the comprehensive score of physical fitness, and low-intensity physical activity and total physical activity could significantly affect the comprehensive score of physical fitness. The research holds that the intervention of teachers (caregivers) in the nursery environment can promote children's physical fitness through curriculum structure, activity and interaction. At the same time, the intervention of space facilities in the childcare environment could promote the physical activity level of children. In addition, the improvement of children's physical activity, especially low-intensity physical activity level, can promote the healthy development of children's physical fitness, and the improvement of physical fitness level can also increase the participation of children's physical activity to form a virtuous circle.
Keywords: sports physiology；children's physical activity；children's physical fitness；childcare environment