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Construction and Follow-up Experimental Research on the Evaluation Indicator System for Core Competencies in Early Childhood Sports Education

Author(s)

Huang Xiaoxiao1,2, Meng Xiangbin3, He Jiayi1

Affiliation(s)

1School of Education, Beijing Sport University, China 2School of Physical Education, Nanchang University, Nanchang, Jiangxi, China 3Zhengzhou College of Early Childhood Education, Zhengzhou, Henan, China

Abstract

Against the dual backdrop of deepening reforms in preschool education and the construction of a healthy China, the educational value of early childhood physical education has become increasingly prominent. Establishing a scientifically tailored evaluation system for core competencies in early childhood physical education is a key pillar for advancing high-quality development in kindergarten physical education. Based on the physiological and psychological development patterns of children aged 3–6, this study defines core competencies in early childhood physical education as critical abilities and essential qualities that children gradually develop through physical education and physical activities, supporting their holistic health, active participation in sports, and initial social adaptation. Incorporating three core characteristics—age-appropriateness, operability, and locality—the study employed the Delphi method and Analytic Hierarchy Process to construct an evaluation index system comprising 3 primary indicators, 8 secondary indicators, and 24 tertiary indicators. A one-year follow-up study was conducted involving 210 children aged 3–6 from six different types of kindergartens in a prefecture-level city in eastern China to validate the reliability, validity, and practical applicability of the index system. The results demonstrate that the constructed evaluation system exhibits an overall reliability coefficient (Cronbach's α) of 0.872, with structural validity indices meeting measurement standards. It effectively distinguishes differences in core competency development across age groups and institutional levels, captures developmental changes over a school year, and provides both theoretical support and practical tools for reforming kindergarten physical education assessment and designing physical activity programs.

Keywords

Core Competencies in Early Childhood Physical Education; Evaluation Indicator System; Preschool Physical Education; Early Childhood Development Assessment

References

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