3-4

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The influence of physical program with the feature of play for 3-4 year-old children physical ability development A research in Taitung. Abstract The research purpose of is to design a young children physical program with the feature of play. The research measure is "The Physical Ability Measure for 3-4 Year-old Children", including eight items: muscular strength, flexibility, balancing, explosive muscular strength, speed, agility, coordination, and muscular endurance. Subjects are eight-seven 3-4 year-old children from seven classes at five public and private preschools in Taitung. They are assigned into the experimental group and the control group; and there are forty-three children in the experimental group and forty-four in the control group. Both groups participate in pretest and posttest; besides, the experimental group takes the physical program. The data is analyzed by "Pared Samples T Test" and "One Way Analysis of Variance". The results are as in the followings: (1) The experimental group shows significant improvement on explosive muscular strength, speed, agility, coordination, and muscular endurance. The control group shows significant improvement on muscular strength, agility, coordination, and muscular endurance. (2) The experimental group exhibits significant improvement than control group on explosive muscular strength and speed items. That is to say, the program provides positive effects for 3-4 year-old young children on the development of explosive muscular strength and speed. Finally, the recommendations regarding the methodology and teaching methods are present. keyword 3-4 year-old children, physical ability, physical development, physical program, play ii

..... i...iii...vi.....viii. 1....1....3....3....3....5....6.7...7...7..14......21..21..23.. 32......32......34......36...... 42..........42 iii

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5-2-2..80 5-2-3......81 5-3-1..84 5-3-2..85 vii

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93 4 4-7 2001 Mokdad, Ford, Bowman, et al, 2003 Proctor, Moore, Gao, Cupples, Bradlee, and Hood2003 11 106.2mm 1.7 76.5mmBraddon, Rodgers, Wadsworth1986 2003 3-5 1981 1984aNAEYC1991 Freud id Gesell 1937 Piaget 0-2 2000 2003 1

3-4 1930 GasellBayleyCorbin 2007 Bayley Scales of Infant DevelopmentBSID Peabody Developmental Motor ScalesPDMS Toddler and Infant Motor Evaluation TIME Pediatric Evaluation of Disability InventoryPEDI Gross Motor Function MeasureGMFMTieman, Palisano, and Sutlive2005 - - 1970 4 1970-1980 NAEYC, 1992 2000 1981 1980 Phsical Fitness 1990 Gallahue, 1993 2006 2003 2004 2003 1987 5 NAEYC 2002 2

3.7 5.2 2005 Silence, 2006 2002 2005 2002 琹 2001 92 94 3-4. 3-4. 3-4. 3-4. 3-4. 3-4 3

3-4 () 3-4 () 3-4 () 3-4 () 3-4 () 3-4 5 () 3-4 20 () 3-4 () 3-4. 3-4 () 3-4 () 3-4 () 3-4 () 3-4 () 3-4 5 () 3-4 20 4

() 3-4 () 3-4 30 3 3. Childhood Physical Fitness/ Capacity 2001 2000 3-4 2000 1981 20 5 3-4. Phsical Playing Activity of Children movement educational game basic skill 2000 5

3-4 Gallahue, 1993 1982 1981Gallahue, 1993 1980 3-4 3-4 1 3-4 12 3-4 3-4 3-4 3-4 6

3-4 3-4 () 1984 2001 1984 Large muscle skills 7

3-4 15 2-6 5 2007 Denver Developmental Screening Test -II90 3-4 1 Frankenburg & Dodds, 1992 () Child s motor abilitychild s motor skillchild s motor capacitychild s physical abilitychild s physical fitness Child s motor ability 1984 Child s motor skill Gross motor skill or Large muscle skill Fine motor or Small muscle skill 2001 Child s motor capacity 2-6 8

2001 Child s physical ability 2001 琹 2002 physical fitness physical fitness 2-1-1 Gallahue, 1993; Siedentop, 2007 2-1-1 Gallahue, 1993; Siedentop, 2007 2000 2001 9

3-4 2-1-2 2-1-2 1974 2 3 4 5 6 ( ) ( ) ( ) ( ) ( ) ( ) ) ( ) ( ) ( ) ( ) ( ) 10

11 1981pp.15-16

3-4 3-4 3-4 1981 2000 2001 3-4 Fundamental Movement Phase 2-7 Initial Stage Elementary Stage Mature Stage 2-3 3-5 5-7 2-1-1 6-7 4-5 2-3 2-1-1 Gallahue, 1989, p.24 12

Gallahue, 1993 rudimentary movement running jumping balancing hopping 2-1-3 catching throwing 2-1-3 leaping skipping 歩 sliding 歩 13

3-4 3-4 1982 1992 1996 1. 2. 3. 4. 10~20 5. 4~6 6. 40~50 1990 2002 1998 evauation test 14

2006 p.265 1998 () Bruininks-Oseretsky testpeabody Developmental Motor Scales-2 (PDMS-2) Bayley Scales of Infant Development-II (BSID-II)The Gross Motor Function Measure (GMFM)Denver Developmental Screening Test-II(Denver-II)Carolina CurriculumGoal Attainment ScalingFunctional Independence Measure for ChildrenChapman & Cole, 1994; Burton & Miller, 1998; Duger, Bumin, Uyanik, Aki, & Kayihan, 1999; Beth, Robert, & Ann, 2005; Darrah, Magill-Evans, Volden, Hodge, & Kembhavi, 2007 Thubi, Michelle, & Louisa, 2004 Wolff & Wolff, 1972 MacCobb, Greene, Nugent, & O Mahony, 2005; Anuschka, Marina, & Bouwien, 2006 1998 1996-1997 3703 3-72 2002 15

3-4 2001 PDMS-2 2007 2000 CDIIT 2004 3-71 BayleyII PDMS-2 (Peabody Developmental Motor Scales-2) (Denver Developmental Screening Test-II) 2002 2001 2001 2004 2005 0-6 1997 1997 2000 2002 36-54 0.99 α0.70 0.85 α0.63 0.61 16

() 1984bGallahue, 1993 1998 Goshi & Kasuga, 2000 1. 2. 3. 4. 3-6 2-1-4 American Alliance for Health, Physical Education and Recreation fitness testaahper fitness test Tokyo Physical University child s physical fitness test 17

3-4 25 1984 Iahiko Toshihiro child s physical fitness test 25 67 42 77 Physical fitness test for preschool ages 20.939.956 6 T 1984 2-1-4 ( ) v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v 2003 v v v v v v v 1984b v v v 18

2001 1996 2003 10 20 1984b 3-4 10 1 3-4 3 3-4 c1984 2001 a2000 b2000 2000 333 7 19

3-4 91 2007 2006 5 2004 3-5 67 42 77 6 T 5 5 2007 11 2008 1 3.5-4.5 2004 2000b 1984 20

Physical Activity of Children Gallahue, 1993 2000 1998 2006 2005 1981 2000 61 21

3-4 YMCA 1998 1998 2001 2-2-1 Gallahue, 1993; McCall & Craft, 2004 2-2-1 Gallahue, 1993, p.14 22

1. 2. - 3. 2-2-2 2000 2-2-2 2000p.624 23

3-4 Ignico1994 Ignico 1. 2. Forstig 2-2-3 2000 1. - 3-4 - 2. 24

Murata2003 3. 4. - - - Forstig 0 1 2 3 4 5 6 7 8 2-2-3 Forstig 1985 2000p.83 25

3-4 Arnheim & Sinclair1979 Obstacle Course 1996 NASPE 1 60 2 60 15 3 Siedentop, 2007 Satchwell1994 40 1. (1) 5 (2) 5 2. 30 2 2-2-4 26

(1) 2001 3 5 2006 (2) Gallahue, 1993 2006 (3) 2006 (4) 27

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1 2 3 4 6 100% 80% 100% 40% Pica2006 Siedentop, 2007 NAEYC Developmentally Appropiate Practice in Early Childhood Programs 3-5 2005 3-4 Pancrazi & Dauer, 1981 c1984 1992Gallahue, 1993 2000 2000 29

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3-4 2001 (1) (2) (3) (4) (5) 1966 66% 2000 Piaget 2-5 7-8 11-12 2001 3-4 1999 education play noneducation play 32

1998 2003 2-3-1 2000 * * * * * * 2-3-1 2000p.19 1982 33

3-4 3-4 2001 2005 1. 2. 3. 4. NAEYC 1986 Gallahue Donnelly2003 (1) (2) (3) 34

Gallahue & Donnelly, 2003 1980 2003 1979 2-3-2 (1) (2) (3) (4) (5) (6) 1979 1980 a1984 2-3-2 1979p.21 Gallahue & Donnelly2003 3-4 (1) (2) (3) (4) 35

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Gallahue & Donnelly, 2003 Cleland & Gallahue2003 2-3-3 1. 2. 3. 4..... / 1-2 2-3-3 Gallahue, & Donnelly, 2003, p.572, 574 37

3-4 Ladan 2-3-4 2000 2-3-4 2000p.111 b1984 2006 1. 2. 38

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3-4 3-4. 40 5000 2002 0.99 α0.70 0.85 0.20 3-4 3-4-1 59

3-4 2 3 4 5 3 1 2 5 4 2 3 4 5 3-4-1 3-4 Frankenburg & Dodds (1992). Denver IItraining manual.. 3-4 3-4 20 5. 3-4 60

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3-4 2008 2004 () 3-4 () () () 66

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3-4 5-6 t 1975 2002 2003 2004 2005 2006 2006 2008 2008 4-2-2 t t 1975 2003 2004 2006 4-2-2 t 1975 2002 2003 2004 2005 2006 2006 2008 2008 t 2025 5 70

1. 3-4 (1) 3-4 (2) 3-4 5 (3) 3-4 20 (4) 3-4 (5) 3-4 2. 3-4 (1) 3-4 (2) 3-4 (3) 3-4 71

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Johnson-Neyman p<.05 p<.05 4-3-2 F p 4.398.039.510.477.411.523.005.944 5 1.577.213 20 1.757.189.880.351 6.080.016 p<.05 73

3-4 4-3-3 4-3-3 minus minus minus -.07 -.32 -.51 5.02.42 -.14 5.67 1.59 5-1.44 -.95 20-1.13 -.29.66.42 2.05 3.18 F Levene F F W 4-3-4 4-3-4 Levene Levene p 7.707.007.382..538.238.627.248.620 5 3.416. 068 20 2.603.110.164.687 3.615.061 p<.05 74

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3-4 1. 3-4 (1) 3-4 (2) 3-4 20 2. 3-4 (4) 3-4 (5) 3-4 (6) 3-4 (7) 3-4 5 (8) 3-4 (9) 3-4 76

12 12 77

3-4 12 3-4 78

t 3-4 3-4 1994 3 75% 4 80% 2-3 3-4 1975 6 3 0-5 3 6-11 3-4 3 0-5 17.07 20.33 3 6-11 33.98 23.17 5-2-1 3 0-5 3 6-11 5-2-1 3 6-11 3 0-5 3 0-5 17.67 3 79

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Bower, Hales, Tate, Rubin, Benjamin, & Ward2008 5-2-3 5-2-3 5-2-3 1 A B C D E F G >1 >1 >1 >1 >1 1 1 2 2 2 2 2 2 3-5 4 1 2 20 40 81

3-4 1988 5 6.9 6 6.7 1975 3 0-5 3.71 3 6-11 3.63 1994 3-4.281 3-4 3-4 1998 3-4 82

18.79 17.28 13.77 18.80 5 18.79 13.77 1995 3-4 3-4 5-3-1 2 30 83

3-4 5-3-1 A B C D E F G 9 2 30 3 3 3 10 10 43 44 87 3-4 3-4 11-12 20-30 1975 2002 2003 2004 2005 2006 2008 2008 12 5-3-2 5-3-2 84

5-3-2 1975 2002 2 6-7 1-3 6 2 8 2003 20 4 2004 2005 2006 2 8 3 16 5-6 2 8 2006 6 2008 2008 2 6 1 12 5-3-1 1 3 6 (1) (2) 85

3-4 3-4 3-4 12 12 3-4 1. 12 3-4 2. (1) 3-4 (2) 86

3. (1) (2) (3) (4) (5) (6) 3-4 3-4 3-4 1. 2. 3-4 3. 4. 3-4 87

3-4 5. 12 18 10 6. (1) (2) 7. 3-4 3-4 3-4 1. 3-4 2. 5 3-4 3-4 3. 3-4 88

89

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age 8 2004 Shipley, C. D. 2003 Empowering Chindren Spodek, B. & Saracho, N. O.1998 3-8 Right from the start: Teaching children ages three to eight 1994 1979 1981 1974 2004 II NSC 92-2413- H-003-067 2007 322 1-15 1981 2001 1982 1980 2004 2007 8822-24 2006 1436-47 2006 14242-47 2007 SPSS 2004 2002 91

3-4 92 2003 1998 21651-54 2003 2003 1975 3181-265 1990 233 1-4 2006 2005 2004 2007 2000 2001 27115-123 2004 1988 279-300 2001 2006 SPSS 1997 1990 2001 24218-21

93 琹 2001 2003 29418-436 2006 2008 1987 1984 1984a 1984b 1984c 2001 2006 2004 1998 YMCA 216 55-56 2002 2006 2000 2000a 8 13-28 2000b 841-54 2000 829-40 2001 963-81

3-4 94 2008 101 11-24 1995 2002 2008 2001 2005 13188-197 2004 30404-417 1998 234 56-69 1996 2002 2005 2002 491 89-106 2003 2005 2001 2003

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