Does Learning Through Movement Improve Academic Performance in Primary Schoolchildren? A Systematic Review

Integrating Fundamental Movement Skills and Mathematics in Early Childhood: A Pilot Study

This project involved a co-design process involving researchers and kindergarten teachers to produce learning activities that integrated fundamental movement skills (FMS) and mathematics. We piloted the co-designed activities (i.e., motor-math program) in a local kindergarten and examined the effects on FMS proficiency, mathematics skills, and accrued physical activity (PA). The participants comprised pupils (N = 39) from two matched kindergarten classes, in which we compared the motor-math program with typical mathematics lessons. All participants wore pedometers to measure their number of steps during class, one day per week. FMS proficiency (i.e., locomotor, object control) and mathematics skills (numeracy, geometry, math problem solving) were measured before and after implementation. Significant improvements in locomotor and object control skills were found only in the pilot group (p < 0.001); there were no differences in the changes in mathematics skills between the pilot and comparison groups. During implementation days, the participants in the pilot group accrued significantly greater step counts (p < 0.001) than those in the comparison group. Participating in the motor-math program appears to have benefits associated with improvements in FMS proficiency and accrued PA time, suggesting a promising potential for integrated activities as a means of PA promotion in kindergarten settings. Future work that examines the effects of the integration of movement with mathematics should consider randomization, greater sample size, and a longer intervention period.

One Health Education Nexus: enhancing synergy among science-, school-, and teacher education beyond academic silos

Introduction

The fact that the daily lives of billions of people were affected by the medical, social, and political aspects of the SARS-CoV-2 pandemic shows the need to anchor the understanding of One Health in society. Hence, promoting awareness and deepening the understanding of the interrelation between human health, animal health, and ecosystems must be accomplished through quality education, as advocated by UN Sustainable Development Goal 4. The often-questioned and discussed measures taken by governments to control the global pandemic between 2020 and 2023 can be seen as an opportunity to meet the educational needs of civil society solutions in multi-stakeholder settings between public, universities, and schools.

Methods

This paper focuses on the integration of One Health principles in educational frameworks, particularly within the context of the higher education teaching framework "Teaching Clinic." This master-level course in the domain of pre-service teacher education serves as a potent vehicle for facilitating One Health Education, bridging the gap between research, higher education, and schools. Through the presentation of two case studies, this article demonstrates how the Teaching Clinic approach fosters interdisciplinary perspectives and provides a dynamic learning environment for pre-service teachers, as well as for pupils involved in the educational process.

Results

In both cases, the integration of educational One Health school teaching-learning settings effectively enhanced pupils' understanding of complex topics and engaged them in active learning experiences. Pre-service teachers played a crucial role in developing, implementing, and evaluating these interventions. In Case I, pupils demonstrated proficiency in analyzing data and evaluating mathematical models, while in Case II, the chosen instructional approach facilitated One Health knowledge acquisition and enjoyment among pupils. These results underscore the potential of the One Health Teaching Clinic as a valuable educational framework for enhancing teaching and learning outcomes for pre-service teachers and fostering pupil engagement in socio-scientific One Health-related topics.

Discussion

The discussion delves into the significance of breaking down disciplinary silos and the crucial role of teacher education in promoting a holistic approach to education, emphasizing the intersectionality of One Health Education and Education for Sustainable Development. This article underpins the significance of collaborative efforts across multiple (scientific) disciplines and across secondary and tertiary education levels to reach a nexus. Moreover, it emphasizes the alignment of this approach with the 2030 Agenda, Education for Sustainable Development, and Sustainable Development Goals, highlighting the potential for collective action toward a more sustainable future.

Cardiorespiratory Fitness, Motor Coordination, and Academic Achievement in School Students (11-13 years)

Objective. This study aimed to investigate the association between motor coordination (MC), cardiorespiratory fitness (CRF), and academic achievement (AA) among school students aged 11 to 13 in the West Bank/Palestine. Methods. A total of 252 students were assessed through tests measuring gross and fine motor coordination (Flamingo balance, plate tapping, and other tests). The CRF was evaluated by the 3-minute step test, while AA was measured using grade point average (GPA) and subject-specific grades. Results. A significant correlation was recorded between MC, CRF, and AA (P = .00), rs range (0.436-0.718); Students who engaged in physical activity demonstrated better MC, CRF, and AA compared to their inactive counterparts (P = .00, Cohen's d ranged between 0.53 and 1.35). Conclusion. Enhanced MC and CRF significantly impacted AA, with effect sizes ranging from moderate to large. Promoting physical activity interventions is vital to improve MC and CRF which could positively improve academic achievement among school students.

Effects of a daily physical activity intervention on the health-related fitness status of primary school children: A cluster randomized controlled trial

An important barrier for a nationwide implementation of a daily physical activity (PA) at primary schools is the lack of spatial and human resources. Therefore, we developed a PA intervention that can be implemented without additional spatial resources or changes in school curricula. In the intervention group, children received a daily PA unit consisting of physical education lessons and simultaneous academic content over a 9-month period. The control group received conventional (physical education) classes. Body weight, height, waist circumference and health-related fitness parameters were measured. Of 412 children (9.7 ± 0.5 years) included, 228 participated in the intervention group. In regression analysis adjusted for baseline, gender, school location, sports club membership (total only) with standardized outcome variables, the intervention group showed a reduction in waist-to-height ratio (B = 0.30, p < 0.001) and an increase in several fitness parameters (cardiorespiratory endurance: B = 0.20, p = 0.037; lower body muscle strength: B = 0.11, p = 0.041; lower body muscle endurance: B = 0.12, p = 0.027; flexibility: B = 0.19, p = 0.019) compared to the control group. Intervention effects for cardiorespiratory endurance and flexibility were more pronounced in the group of children without sports club membership. Thus, especially children with no sport club membership seem to benefit from daily PA in school (Trial registration: DRKS00025515).

Executive attention modulates the facilitating effect of electronic storybooks on information encoding in preschoolers

Interactive features and multimedia elements in electronic storybooks might enhance knowledge acquisition in children due to the playful learning experience they provide. However, to date, there is no systematic research on the long-term efficacy of storybooks, and the individual cognitive factors that influence information processing when using these apps. Therefore, in Experiment 1, we focused on long-term improvements. Children (M = 5.55 years, SD = 0.51, N = 33) were divided into an Interactive App group (N = 16) and a Print Book group (N = 17), then they were exposed to a story. Their recall performance was measured immediately after the exposure and three weeks later. In Experiment 2, we focused on individual differences in cognitive factors (working memory and sustained attention). Children (M = 5.56 years, SD = 0.62, N = 32) were exposed to three stories with interactive, multimedia-only elements and an audio-only condition. Caregivers were asked to fill out the ADHD Rating Scale-IV regarding each child. According to our results, in Experiment 1, children in the Interactive App group performed better compared to the Print Book group and this improvement persisted over time. In Experiment 2, we replicated the results of Experiment 1, however, children with poorer sustained attentional abilities performed worse in multimedia and interactive conditions compared to the audio-only condition. Our results indicate that electronic storybooks can facilitate learning because they enhance encoding efficacy. However, the benefit is only evident in children with good attentional control abilities. Our results guide parents and educators on how to choose and design age-appropriate applications for learning.

Are Physically Active Breaks in School-Aged Children Performed Outdoors? A Systematic Review

(1) Background: Children spend an ever-increasing amount of time performing sedentary behaviors, and an important part of their daily life is at school. Learning in an outdoor environment improves children’s physical activity levels, and their cognitive and social spheres. Furthermore, physically active breaks are a solution to reduce sedentary behaviors and improve well-being and academic performance. The study evaluated the published literature on physically active breaks during school hours and explored (a) if the interventions were proposed in an outdoor context and (b) the outcomes of these interventions. (2) Methods: This review collected 31,559 articles from different electronic databases. After the screening, the results were analyzed narratively. (3) Results: 41 studies have been included in the analysis. As reported by the results, most of the interventions took place in the classroom, and only three studies were performed outside. A common aspect of all studies is the feasibility of active breaks, assessing positive outcomes. (4) Conclusions: Physically active outdoor breaks are poorly adopted, highlighting the necessity for deeper study on this topic. Although the protocols considered present differences, generally breaks increase physical activity levels, present positive learning outcomes, and improve social well-being. Furthermore, they are sustainable in terms of time, cost, and effort of the teacher.