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Theoretisch en Methodologisch Kader voor de MOBAK App

«Hoewel Europese partners tot nu toe het MOBAK-test- en ondersteuningsconcept uitsluitend in offline school LO hebben gebruikt – zonder het gebruik van digitale hulpmiddelen centraal te stellen –, biedt het huidige kader de basis voor een implementatie in digitale vorm. Meer precies bestaat het volgende theoretische kader uit informatie over wat competentieoriëntatie in LO betekent (hoofdstuk 2), over het MOBAK-concept, de dimensies ervan en testinstrumenten (hoofdstuk 3), evenals over het algemene MOBAK-ondersteuningskader (hoofdstuk 4). Bijgevolg definieert dit kader de basis om de ontwikkeling van een pedagogische strategie te volgen, inclusief concrete leertaken en verdere ondersteuning voor later gebruik van de MOBAK App (hoofdstuk 5).» [1]

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Handboek en begeleidingsmateriaal voor de implementatie van de MOBAK-App

Deze handleiding is bedoeld om gebruikers van de MOBAK-app (Nolles et al., 2023) te helpen bij het gebruik van de app en waarop ze moeten letten bij het gebruik ervan.» [5]→ zie de bibliografie in het document voor citaten → English Version: 10.5281/zenodo.10691652→ German Version: 10.5281/zenodo.10691709→ Slovak Version: 10.5281/zenodo.10691739 Meer documenten over de MOBAK APP:Theoretisch en Methodologisch Kader voor de MOBAK App. Pedagogische Strategie voor het Gebruik van een MOBAK Applicatie in Lichamelijke Opvoeding. → 10.5281/zenodo.10691365Lerarenopleidings-toolkit ter ondersteuning van de implementatie en verspreiding van de MOBAK App → 10.5281/zenodo.10691870Method and tool to evaluate the pilot implementation of the MOBAK App → 10.5281/zenodo.10684702Pilot implementation and evaluation study report → 10.5281/zenodo.10843490

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Lerarenopleidings-toolkit ter ondersteuning van de implementatie en verspreiding van de MOBAK App

Het doel van de MOBAK App is leraren te ondersteunen bij de diagnose en bevordering van basismotorische competenties. Na deelname aan de lerarenopleiding zal elke leraar de MOBAK-app kunnen gebruiken…1. ... in lessen lichamelijke opvoeding (LO) om basismotorische competenties te diagnosticeren.2. ... om LO-lessen te plannen ter bevordering van basismotorische competenties.De lerarenopleiding is bedoeld voor alle leraren die zich willen verdiepen in het MOBAK-concept en geïnteresseerd zijn in een app voor het diagnosticeren en bevorderen van basismotorische competenties. Leraren kunnen het materiaal gebruiken om zelf verdere lerarenopleidingen aan te bieden.→ English Version: 10.5281/zenodo.10691951→ German Version: 10.5281/zenodo.10691980 → Slovak Version: 10.5281/zenodo.10691994

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Characteristics of Children with an Undesirable Motor Competence Development During the Transition from Early to Middle Childhood: Results of a 2-Year Longitudinal Study

Objective: Motor competence development from early to middle childhood is accompanied by great variance. This course can be influenced by many factors in the ecosystem. The objective of this study was to examine which individual characteristics are associated with an undesirable motor competence development during the transition from early to middle childhood. Methods: A longitudinal study was conducted between February 2020 and May 2022. Actual and perceived motor competence and the potential determinants physical activity enjoyment, weight status, and organized sports participation of children (49% boys) aged 4–6 years old at T0 (N = 721) were measured at two points in time, separated by a two-year interval. Associations between potential determinants and AMC, including interactions with time, were analyzed using linear mixed-effect regression models with continuous motor quotient scores as outcome variables. Results: Overweight, obesity, and lack of organized sports participation were associated with lower motor quotient scores over time. Multivariate analyses showed that associations of weight status (overweight and obesity) and sports participation with motor quotient scores remained significant after adjustment for variations in perceived motor competence and physical activity enjoyment. Conclusions: Excessive body weight and lack of sports participation from early childhood are associated with an increased risk of an undesirable motor competence development over time.

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Characteristics of Children with an Undesirable Motor Competence Development During the Transition from Early to Middle Childhood: Results of a 2-Year Longitudinal Study

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Basic Motor Competencies of 6- to 8-Year-Old Primary School Children in 10 European Countries

Basic motor competencies (BMC) are a prerequisite for children to be physically active, participate in sports and thus develop a healthy, active lifestyle. The present study provides a broad screening of BMC and associations with age, sex, body mass index (BMI) and extracurricular physical activity (PA) in 10 different European countries. The different country and regional contexts within Europe will offer a novel view on already established BMC associations. The cross-sectional study was conducted in 11 regions in 10 European countries in 2018. The motor competence areas, object movement (OM) and self-movement (SM), were assessed using the MOBAK-1-2 test instrument in 3758 first and second graders (age: M = 6.86 ± 0.60 years; 50% girls) during Physical Education classes. Children were questioned about their extracurricular PA and age. Their body weight and height were measured in order to calculate BMI. Statistical analyses included variances and correlations. The results showed significant differences in BMC levels between countries (OM: F = 18.74, p < 0.001, η 2 = 0.048; SM: F = 73.10, p < 0.001, η 2 = 0.163) whereas associations between BMC and correlates were similar. Boys performed significantly better in OM while girls performed better in SM. Age was consistently positively related to OM and SM with older children reaching higher levels of BMC than younger ones. While participation rates for extracurricular PA differed widely, participation in ball sports was correlated with OM and SM. Participation in individual sports showed a significant association with SM. In summary, BMC levels of children seem to depend on where they live and are strongly related to their participation in extracurricular PA. Therefore, education and health policies, in order to enhance motor competence development and PA participation, are recommended. Further research on country-specific Physical Education frameworks and their influence on BMC will provide more insights into structural factors and cultural characteristics of BMC development. On a school level, support tools and educational materials for teachers about BMC may enable children to achieve a basic level of motor competencies through Physical Education, contributing to lifelong participation in PA.

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Theoretisch en Methodologisch Kader voor de MOBAK App

Handboek en begeleidingsmateriaal voor de implementatie van de MOBAK-App

Lerarenopleidings-toolkit ter ondersteuning van de implementatie en verspreiding van de MOBAK App

Characteristics of Children with an Undesirable Motor Competence Development During the Transition from Early to Middle Childhood: Results of a 2-Year Longitudinal Study

Basic Motor Competencies of 6- to 8-Year-Old Primary School Children in 10 European Countries

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Theoretisch en Methodologisch Kader voor de MOBAK App

Handboek en begeleidingsmateriaal voor de implementatie van de MOBAK-App

Lerarenopleidings-toolkit ter ondersteuning van de implementatie en verspreiding van de MOBAK App

Characteristics of Children with an Undesirable Motor Competence Development During the Transition from Early to Middle Childhood: Results of a 2-Year Longitudinal Study

Basic Motor Competencies of 6- to 8-Year-Old Primary School Children in 10 European Countries