目的：本研究旨在设计一个基于基本运动技能（FMS）的球类教学活动的项目，以提高儿童的 FMS 技能以及有关 FMS 和球的知识 结论：该项目可以提高儿童的 FMS 技能以及有关 FMS 和球的知识。球 蒙特梭利学前教材的设计与应用——以球类运动基本运动技能教学为例
本研究的主要目的是将基本运动技能融入到作为蒙特梭利学前教材的球类教学中进行活动设计和应用教学。研究方法采用单样本前测和后测对基本运动技能认知进行问卷调查，TGMD-2评估儿童基本运动技能来调查教学活动的结果；研究对象是台北。
实施对象为全市3至6岁混龄蒙特梭利教室的儿童。研究结果表明，经过3个月的综合基本运动技能学习球类运动后，孩子的基本运动技能和球类运动知识有了明显的提高，基本运动技能的动作技能也有了明显的提高。本研究中蒙特梭利学前学习材料的设计和应用提高了参与本研究的3-6岁儿童的基本运动技能和与球相关的游戏或动作识别关键词：学前教育，运动技能，身体活动，蒙特梭利方法教学。
INTRODUCTION
Motivation and Background of This Study
Some children fall easily, some children's running posture was bad, even some children could not jump. Therefore, I decided to design a relative physical education in my project to improve children's poor movement skills. After considering the follow-up reasons, I discussed with my supervising teacher, and then I decided to use the FMS as my project's theme.
Improving FMS in children allows children to progress to more complex movements, enabling them to function successfully in daily life and participation in sports and physical activity (Foulkes, 2016). Thus, this study focused on the "Let's Move" project on how to influence FMS skills in children aged 3 to 6 years and knowledge about FMS and balls.
Purpose of The Study
Definition of Terms
The Montessori curriculum is usually divided into five learning domains including practical life, sensory, mathematical, language and cultural domains. The Physical Environment is also divided into five areas according to these five domains. These materials were based on the theme of FMS and balls, included ball sewing, ball mystery bag, color ball sorting, sports story card, ball object box, basic movement 3-part card, basketball pre-math, numbers and football counters (numbers 0-9), as Appendix IV.
In addition, the gross motor activities based on the FMS and balls were introduced to children in the daily physical muscle activity time.
LITERATURE REVIEW
Fundamental Movement Skills
The TGMD-2 consisted of two subtests that divided several motor skills into locomotor and object control, each assessing a different aspect of gross motor development. Running: The ability to move steadily forward with leaping steps so that both feet leave the ground momentarily with each step. Jump: Ability to perform all skills associated with jumping over an object.
Top Throw: The ability to throw a ball to a point on a wall with the preferred hand. According to the systematic review of FMS, from 2000 to 2015, 79% of studies reported exclusive use of a process-oriented measure to assess FMS, and with 64% of those studies administering the Test of Gross Motor Development I and II ( Logan, Rossa, Cheea, Stoddenb, . & Robinson, 2018).
Montessori’s view of Physical Activity
Furthermore, the development of will develops through the child's experiences as he learns to exercise his will. The activities in practical life prepare the child for all other subject areas in the classroom. Organizing the material on the table or carpet: The ability to organize a task spontaneously is one of the goals for the child in a Montessori environment.
Place out of the ball to check the name of the ball and the shape is right or wrong. Shuffle all the cards from the color ball and place them together like a bowl full of cards. Start by sorting the cards from the color ball into the correct place on the 16-grid board.
Arrange all the color cards in a 16 grid board and then check each color card in the correct place. Place it in your left hand while saying "set one soccer ball." Count to one again while placing the soccer ball on the magnetic board.
Montessori Teaching Approach and Principle of Material Design
METHODS
- Participants
- Measures
- Procedures
- Data Analysis
For the purpose of this project, I introduced pictures of the 12 basic motor skills as (Appendix I) and 8 different ball activities (Appendix II) for children. Based on the data from the post-test of this project, I believed that Let's Move had successfully achieved the goal. I thought this was another reason why children's knowledge of FMS improved a lot because of their interest in play.
Slowly point to the parts of the ball sewing material and name each: needle, needle holder, needle threader, woolen lines, scissors, poke, poke mat. Let the wool line cover the front of the paper with a black line, then thread the needle into the next hole on the back of the paper. Until the wool line covers all the black lines or goes over all the dots of the paper.
I will use my hand to touch and then tell the name of the ball. Take a ball from the bag and guess the name of the ball. A side step with lead foot followed by a shift of the back foot to a point adjacent to the lead foot 3.
RESULTS AND DISCUSSION
Descriptive Statistics of the Knowledge in FMS and Balls
I analyzed knowledge in FMS and bullets of pre-test and post-test, the results were shown in table 4.1. Most of the children could identify the difference between the jump and the jump and showed me the correct movement, but some of them confused the jump and the jump. But all children did not understand what gallop, slide, and jump even do not know how to do these movements.
In object control skills, the data showed that many children were familiar with kicking, bouncing, and catching, and knew how to perform the correct moves. I thought the reason for this misunderstanding was that we used the term "hit" when we taught kids to hit a ball in Chinese. Some of them knew how to do the movement of a ball, but they did the movement of the shot.
All the children knew football, they were also familiar with basketball, badminton, baseball and football. In the object control skills, 18 children had learned all object control skills, only 1 three-year-old child could not recognize 5 object control skills. I discovered after several weeks of the "Let's Move" project that children's knowledge of FMS and the ball had increased, and that their movement skills and object control skills were also better than before.
According to the data and observation, I found that the children could identify different balls that would use different basic movements to play.
Results of Fundamental Movement Skills
Discussion
Follow the child”, as Montessori (1967) said, this is the main factor to attract children's learning motivation. Encourage the child to do independent work or work with other classmates who knew how to work. Encourage the child to choose another set of cards to sort and verbalize his/her story.
Tell the child to run from one cone to the other as fast as he or she can when you say "Go." Repeat a second trial. Tell the child to jump three times on his or her preferred foot (established before testing) and then three times on the other foot Have the child stand on the tape and run up and jump over the bean bag.
Tell the child to dribble the ball four times without moving his feet, using one hand, and then stop by catching the ball. Throw the bath by hand directly at the baby in a slight arc aimed at his chest or high level.
CONCLUSION AND SUGGESTION…
Conclusion
This Let's Move project, which used Montessori teaching philosophy and principles, is really successful and this project offers children to develop their fundamental movement skills and related sports knowledge. I think I will continue to adapt the materials of this project, one day, I believe this project can still benefit children's development.
Suggestion
Limitations and Future Directions
Introduce the names of all the color cards (eg red, blue, yellow, orange, green and purple) and the black ball picture cards to the child. At this point, you can trace the number 0 on this magnetic board, allowing the child to trace it and say a number. If the child can recognize the shill and make the correct movement, I will record the symbol "X" which means correct.
