研究目的：创编适合感觉统合失调低龄儿童的家庭体育游戏，并验证其效果，为开拓感觉统合失调儿童训练手段提供借鉴。

研究方法:采用儿童感觉统合能力发展评定量表(家长填写),从北京市某小学三年级400名学生中共筛查出65名轻度感觉统合失调学生。排除因主、客观因素不能完成全部测试者，最终入组30名轻度感觉统合失调儿童，并将其随机分为感觉统合失调干预组15人（平均8.20±0.41岁）、感觉统合失调对照组15名（平均8.27±0.45岁），按照与干预组年龄相差不超过半岁，从同年级学生中募集匹配正常发育的15名学生作为正常对照组（平均8.07±0.25岁）。基于感觉统合原理本研究创编出家庭体育游戏，并在线指导感觉统合失调儿童干预组完成为期12周、每周3次、每次45分钟的家庭体育游戏训练，感觉统合失调对照组与正常对照组只参加常规的体育课堂教学，所有被试学生干预期间均不允许参加课外培训体育活动。实验前后对所有受试学生采用感觉统合量表评估儿童的感觉统合能力；采用儿童动作协调能力标准评估工具（Movement assessment battery for children，MABC-2)、儿童粗大动作发展测试量表第三版（Test of gross motor development，TGMD-3）评估受试儿童的动作发展水平。使用SPSS25.0对受试儿童进行统计学分析，采用配对样本t检验分析实验前后感觉统合失调儿童各项指标的组间差异；采用独立样本t检验比较干预组与对照组感觉统合失调儿童各项指标的差异，采用方差分析比较各组的组间差异，显著性水平为p＜0.05。 

研究结果：

（1）本研究共创编了72个家庭体育游戏和36项身体素质练习，分成初学期、提升期和冲刺期三个阶段完成。

（2）干预前后各组被试感觉统合能力比较结果：感觉统合失调实验组在干预前后感觉统合功能各维度得分均有提高，其中前庭功能和学习能力效果明显，差异有显著性（p＜0.05）；实验后，感觉统合失调对照组儿童的感觉统合功能均值成绩有提高，其感觉统合功能各维度未呈现显著性差异（p＞0.05）。

Research purposes: To create a family sports game suitable for young children with sensory integration disorder, and to verify its effect, so as to provide reference for the development of training methods for children with sensory integration disorder.

Research methods: A total of 65 students who met the criteria for mild sensory integration disorder were screened from 400 students in the third grade of a primary school in Beijing using the Children's Sensory Integration Ability Development Scale (completed by parents). Excluding those who could not complete all the tests due to subjective and objective factors, 30 children with mild sensory integration disorder were finally enrolled and randomly divided into a sensory integration disorder intervention group of 15 (average 8.20±0.41 years old) and a sensory integration disorder control group. 15 students (average 8.27±0.45 years old), according to the age difference with the intervention group, were not more than half a year old, and 15 students with normal development were recruited from the same grade students as the normal control group (average 8.07±0.25 years old). Based on the principle of sensory integration, this study created family sports games, and guided the intervention group of children with sensory integration disorder to complete home sports game training online. The sensory integration disorder control group and the normal control group only participated in regular physical education classroom teaching. No participation in extracurricular training sports is allowed. Before and after the experiment, the sensory integration scale was used to evaluate the children's sensory integration ability; the 

movement assessment battery for children (MABC-2), the third edition of the children's gross motor development test scale were used. (Test of gross motor development, TGMD-3, TGMD-3) to evaluate the motor development level of the tested children. SPSS25.0 was used for statistical analysis of the tested children, and paired samples t test was used to analyze the sensory integration disorder children before and after the experiment. The differences between the groups in the indicators were compared; the independent sample t-test was used to compare the differences in various indicators between the intervention group and the control group, and the variance analysis was used to compare the differences between the experimental group and the control group and the normal controls. Significant differences were found. The sex level was P<0.05.

Research result:

(1) A total of 72 family sports games and 36 physical fitness exercises were created and compiled in this study, which were divided into three stages: the initial semester, the improvement period and the sprint period.

(2) Comparison results of sensory integration ability of each group before and after the intervention: The sensory integration disorder experimental group had improved scores in all dimensions of sensory integration function before and after the intervention, and the vestibular function and learning ability had significant effects (p<0.05). ); after the experiment, the mean scores of sensory integration function of the children in the sensory integration disorder control group were improved, and there was no significant difference in each dimension of sensory integration function (p>0.05).

(3) Comparing the fine motor test results of the children with sensory integration disorder showed that: after the intervention, the scores of hand fine motor of the children with sensory integration disorder were higher than those of the sensory integration disorder control group (p < 0.05). Compared with the normal control group, the fine motor performance of the experimental group was improved, but the fine motor performance of the experimental group was generally lower than that of the normal control group of the same age. group (p>0.05), there was no significant difference in the statistical results of the two groups of children.

(4) Comparing the gross motor data of children with sensory integration disorder shows that: after the experiment, the children in the experimental group have significant differences in the total scores of physical control and gross motor movements compared with the experimental group itself (p<0.05); Compared with the control group, the integration disorder did not achieve the expected effect before the experiment, and the two groups of children only showed significant differences in the front sliding and hitting the fixed ball (p<0.05). The mean standard deviation score of the displacement movement of the group was lower than that of the normal group, while in the physical control movement and gross movement index, the intervention effect of the experimental group was very good, and the mean score was better than that of the normal control group.

Analysis conclusion:

Self-made family sports games can effectively improve the sensory integration ability of children with sensory integration disorders, especially in the dimensions of vestibular sense, proprioception and learning ability; self-made family sports games can also effectively promote the motor development of children with sensory integration disorders, especially The hand-eye coordination ability, hand fine motor ability and object manipulation skills were improved significantly; the self-made family sports games had limited effect on children's tactile dysplasia and the displacement movement ability of large muscle groups.

It is recommended that parents, educators, clinicians and society attach great importance to sensory integration disorders in school-aged children, timely detect and carry out targeted interventions at an early stage, and parents or family members lead children to carry out age-appropriate family sports activities; self-made family sports games While making full use of the family environment, we should also pay attention to the combination with various outdoor activities to comprehensively promote the improvement of children's sensory integration ability and promote the comprehensive development of motor skills.

KEY WORDS: Family Sports，Sports Games，Children，Sensory Integration，Sensory Integration Disorder，Sensory Integration Training.