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Zhang J, Lu J, Sun Y, Li J. Recreational gymnastics exercise of moderate intensity enhances executive function in Chinese preschoolers: A randomized controlled trial. Psych J 2024. [PMID: 38923405 DOI: 10.1002/pchj.786] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2023] [Accepted: 05/27/2024] [Indexed: 06/28/2024]
Abstract
The current study aimed to investigate the impact of recreational gymnastics on executive function in Chinese preschoolers, with a focus on gymnastics potential to enhance core components of executive function. A total of 63 preschool children who received full-time education were randomly assigned to either an intervention group (N = 31, mean age = 66.27 months, SD = 3.12 months) or a control group (N = 32, mean age = 66.79 months, SD = 3.34 months). The intervention group engaged in recreational gymnastics for 60 min, three times a week for 12 weeks. Meanwhile, the control group continued with their typical outdoor activities at kindergarten and did not participate in any organized sports. The intervention program was primarily conducted through group play and was facilitated by teachers who underwent standardized training. Various simple and complex tasks were utilized to evaluate delay gratification (Snack delay and Wrapped gift), inhibitory control (Stop signal task and Circle drawing task), working memory (Letter memory task and Keep track task), and cognitive flexibility (Go/No-Go task and Dots task). The analysis of covariance revealed that the children who participated in the intervention outperformed the control group on most simple and complex executive function tasks. Specifically, these children demonstrated an enhanced ability to regulate persistent responses, process and update information, and manage high cognitive conflict. The findings of this investigation lend support to the hypothesis that moderate-intensity recreational gymnastics is an efficacious means of enhancing executive function in early childhood. Future research should employ a larger sample size, incorporate a long-term follow-up design, and utilize a multi-method approach to further substantiate the impact of moderate-intensity gymnastics on the executive function of young children, as well as to investigate its underlying mechanism and generalizability.
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Affiliation(s)
- Jianhua Zhang
- Academic Division of Humanities and Social Sciences, Beijing Sport University, Beijing, China
- College of Physical Education, Shanxi University, Taiyuan, China
| | - Jiacheng Lu
- English Teaching Office, Shangqiu Vocational Education Centre, Shangqiu, China
| | - Youbin Sun
- Academic Division of Olympic Sports, Beijing Sport University, Beijing, China
| | - Ji Li
- Academic Division of Olympic Sports, Beijing Sport University, Beijing, China
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Pan CY, Sung MC, Tsai CL, Chen FC, Chen YJ, Chen CC. The relationships between motor skills and executive functions in children with and without autism spectrum disorder. Autism Res 2024; 17:1149-1160. [PMID: 38641916 DOI: 10.1002/aur.3136] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2023] [Accepted: 04/09/2024] [Indexed: 04/21/2024]
Abstract
To date, information on associations between motor skills and executive functions (EF) in autistic children is limited. The purpose of this study was to compare motor skills and EF performance between autistic children and typically developing (TD) children and to examine the relationships between motor skills and EF in these two groups. Forty-eight autistic children and 48 TD children aged 6 to 12 years were recruited for this study. Motor skills were measured with the Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2). EF was assessed with the Stroop Color and Word Test, the Wisconsin Card Sorting Task (WCST), and the Test of Attentional Performance: Go/No-go test. Independent sample t-tests were used to compare the BOT-2 scores and EF measures between autistic children and TD children. Pearson product-moment correlation and regressions were conducted to assess the relationships between the BOT-2 scores and the EF measures for each group. Results showed that autistic children scored significantly lower than TD children on all four BOT-2 composite scores and a total motor composite. Autistic children also demonstrated significantly lower levels of performance on all EF measures than TD children. Further, autistic children showed more significant associations between motor skills and EF than TD children, particularly pronounced in the domains of fine manual control and manual coordination to cognitive flexibility, as well as manual coordination and inhibitory control. Continued development of motor skills and EF in autistic children is important. The relationships between motor skills and EF were significant among autistic children, suggesting future research on promoting EF through motor skill interventions in autistic children is required.
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Affiliation(s)
- Chien-Yu Pan
- Department of Physical Education, National Kaohsiung Normal University, Kaohsiung, Taiwan
| | - Ming-Chih Sung
- Department of Human Performance and Health, University of South Carolina Upstate, Spartanburg, South Carolina, USA
| | - Chia-Liang Tsai
- Institute of Physical Education, Health and Leisure Studies, National Cheng Kung University, Tainan, Taiwan
| | - Fu-Chen Chen
- Department of Physical Education, National Kaohsiung Normal University, Kaohsiung, Taiwan
| | - Yung-Ju Chen
- Department of Teacher Education & Kinesiology, Minot State University, Minot, North Dakota, USA
| | - Chih-Chia Chen
- Department of Kinesiology, Mississippi State University, Starkville, Mississippi, USA
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Syväoja HJ, Sneck S, Kukko T, Asunta P, Räsänen P, Viholainen H, Kulmala J, Hakonen H, Tammelin TH. Effects of physically active maths lessons on children's maths performance and maths-related affective factors: Multi-arm cluster randomized controlled trial. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2024. [PMID: 38705861 DOI: 10.1111/bjep.12684] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2022] [Revised: 04/05/2024] [Accepted: 04/08/2024] [Indexed: 05/07/2024]
Abstract
BACKGROUND Physical activity (PA) may benefit academic performance, but it is unclear what kind of classroom-based PA is optimal for learning. AIM We studied the effects of physically active maths lessons on children's maths performance and maths-related effects, and whether gender and previous mathematical or motor skills modify these effects. SAMPLE A total of 22 volunteered teachers and their pupils with signed consent (N = 397, mean age: 9.3 years, 51% females) participated in a 5-month, teacher-led, multi-arm, cluster-randomized controlled trial. METHODS The intervention included a PAL group (20 min of physically active learning in each 45-min lesson), a breaks group (two 5-min PA breaks in each 45-min lesson) and a control group (traditional teaching). Maths performance was assessed with a tailored curriculum-based test. Maths-related enjoyment, self-perceptions and anxiety were measured with a self-reported questionnaire. The individual-level intervention effects were tested via covariate-adjusted linear mixed-effect models with school classes serving as random effects. RESULTS Changes in maths performance or self-perceptions did not differ between the intervention groups. Maths anxiety in learning situations increased in the PAL group (effect .28, 95% CI = .01-.56); there was no change in the other groups. Subgroup analyses suggested that maths anxiety increased in the PAL group among children in the two lowest tertiles of motor skills. It decreased in the highest tertile. Enjoyment decreased in the breaks group among pupils in the lowest motor skill tertile. CONCLUSIONS Physically active maths lessons did not affect maths performance or self-perceptions but had divergent effects on maths anxiety and enjoyment, depending on motor skills.
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Affiliation(s)
- Heidi J Syväoja
- Likes, School of Health and Social Studies, Jamk University of Applied Sciences, Jyväskylä, Finland
| | - Sirpa Sneck
- Likes, School of Health and Social Studies, Jamk University of Applied Sciences, Jyväskylä, Finland
- Department of Educational Sciences and Teacher Education, University of Oulu, Oulu, Finland
| | - Tuomas Kukko
- Likes, School of Health and Social Studies, Jamk University of Applied Sciences, Jyväskylä, Finland
| | - Piritta Asunta
- Likes, School of Health and Social Studies, Jamk University of Applied Sciences, Jyväskylä, Finland
| | - Pekka Räsänen
- Faculty of Science, University of Turku, Turku, Finland
| | - Helena Viholainen
- Department of Education, University of Jyväskylä, Jyväskylä, Finland
| | - Janne Kulmala
- Likes, School of Health and Social Studies, Jamk University of Applied Sciences, Jyväskylä, Finland
| | - Harto Hakonen
- Likes, School of Health and Social Studies, Jamk University of Applied Sciences, Jyväskylä, Finland
| | - Tuija H Tammelin
- Likes, School of Health and Social Studies, Jamk University of Applied Sciences, Jyväskylä, Finland
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Mero Piedra AL, Pesthy O, Marton K. Effects of a physical education intervention on attention and inhibitory control in Ecuadorian children with intellectual disabilities. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2024; 28:261-274. [PMID: 37458606 DOI: 10.1177/17446295231189018] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/08/2023]
Abstract
Background: Studies on physical activity interventions indicated a facilitative effect on cognitive performance in persons with intellectual disabilities; however, research is scarce, especially in low/middle-income countries. Aim: We explored the effects of a 6-week enriched physical education program on inhibitory control and attention functions in Ecuadorian children with intellectual disabilities. Methods: Thirty children with mild intellectual disabilities (10-14 years old) were randomly assigned to an intervention or control group. Before and after the intervention, attention and inhibitory control were measured using computer-based nonverbal tasks. Results: The findings showed significantly more accurate and faster responses in the vigilance task in the intervention group than in the controls. There were no significant intervention-related changes in inhibitory control; however, there were more prominent accuracy tendencies toward improvement in the intervention group. Conclusions: Results provide evidence of the potential of physical activity programs to enhance attention in this population, which could serve as a mediator for inhibitory control.
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Affiliation(s)
| | - Orsolya Pesthy
- Institute of Psychology, Eötvös Loránd University, Budapest, Hungary; Doctoral School of Psychology, Eötvös Loránd University, Budapest, Hungary
| | - Klara Marton
- MTA-ELTE Language-Learning Disorders Research Group, Bárczi Gusztáv Faculty of Special Needs Education, Eötvös Loránd University, Budapest, Hungary; Brooklyn College, City University of New York, Brooklyn, NY, USA; Graduate School and University Center, City University of New York, New York, NY, USA
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Mo W, Saibon JB, Li Y, Li J, He Y. Effects of game-based physical education program on enjoyment in children and adolescents: a systematic review and meta-analysis. BMC Public Health 2024; 24:517. [PMID: 38373997 PMCID: PMC10875794 DOI: 10.1186/s12889-024-18043-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/07/2023] [Accepted: 02/08/2024] [Indexed: 02/21/2024] Open
Abstract
OBJECTIVE The objective of this study was to conduct a systematic review to summarize and assess the advancements lately made on the enjoyable impacts of game-based physical education interventions on children and adolescents. Additionally, it attempted to identify the effects and variables influencing the enjoyable outcomes of children and adolescents' engagement in physical education games, through meta-analysis. METHODS This study involves a comprehensive search of different databases like Web of Science, PubMed, Embase, EBSCOhost, Cochrane, and Scopus. Specific criteria are established for the selection process to make sure the relevant literature included. The quality assessment of the included researches is conducted based on the guidelines outlined in the Cochrane 5.1 handbook. Review Manager 5.3 software is employed to synthesis the effect sizes. Additionally, bias is assessed using funnel plots, and to identify potential sources of heterogeneity, subgroup analyses are performed. RESULTS A total of 1907 academic papers, out of which 2 articles were identified via other data sources. The present study examined the impact of a pedagogical intervention involving physical education games on the enjoyment experienced by children and adolescents. The results indicated a significant positive effect (MD = 0.53, 95%CI:[0.27,0.79], P < 0.05) of this intervention on enjoyment. Subgroup analyses further revealed that both boys (MD = 0.31, 95%CI:[0.13,0.50], P < 0.05) and girls (MD = 0.28, 95%CI:[0.05,0.51], P < 0.05) experienced increased pleasure compared to traditional physical education. Additionally, children under 12 years of age (MD = 0.41, 95%CI:[0.17,0.64], P < 0.05) benefited from sessions lasting at least 30 minutes or more per session (MD = 0.40, 95%CI:[0.19,0.60], P < 0.05), occurring 1 to 3 times per week (MD = 0.28, 95%CI:[0.16,0.40], P < 0.05), and lasting for more than 3 weeks (MD = 0.81, 95%CI:[0.29,1.34], P < 0.05). These findings suggest that the implementation of physical education games can be an effective approach to teaching this subject. CONCLUSIONS 1) Interventions using physical games have been shown to yield beneficial outcomes in terms of enhancing the enjoyment experienced by children and adolescents. 2) The effectiveness of treatments aimed at promoting enjoyment among children and adolescents is influenced by several aspects, including gender, age, duration and frequency of physical activity, as well as the specific cycle of activity used.
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Affiliation(s)
- Weilong Mo
- Malaysia Postgraduate Department, School of Educational Studies, Universiti Sains Malaysia, 11800, Penang, Malaysia
- Zhaoqing College, Zhaoqing, 526061, China
| | - Jamalsafri Bin Saibon
- Malaysia Postgraduate Department, School of Educational Studies, Universiti Sains Malaysia, 11800, Penang, Malaysia.
| | - Yaming Li
- Malaysia Postgraduate Department, School of Educational Studies, Universiti Sains Malaysia, 11800, Penang, Malaysia
| | - Jiequan Li
- Dinghu First Experimental School, Zhaoqing, 526070, China
| | - Yanwu He
- Huaqiao Junior High School, Zhaoqing, 526108, China
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Hill PJ, Mcnarry MA, Mackintosh KA, Murray MA, Pesce C, Valentini NC, Getchell N, Tomporowski PD, Robinson LE, Barnett LM. The Influence of Motor Competence on Broader Aspects of Health: A Systematic Review of the Longitudinal Associations Between Motor Competence and Cognitive and Social-Emotional Outcomes. Sports Med 2024; 54:375-427. [PMID: 37989831 PMCID: PMC10933160 DOI: 10.1007/s40279-023-01939-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/18/2023] [Indexed: 11/23/2023]
Abstract
BACKGROUND Motor competence has important developmental associations with aspects of physical health, but there has been no synthesis of longitudinal associations with cognitive and social-emotional health. OBJECTIVES The first aim was to present a conceptual model that positions motor competence as a mediator between physical activity and cognitive and social-emotional outcomes. The second aim was to synthesize the association of motor competence and cognitive and social-emotional development using longitudinal observational and experimental evidence, in particular to (i) identify the role of task, individual, and environmental characteristics in moderating the association between motor and cognitive and social-emotional outcomes and (ii) synthesize the strength of evidence pertaining to domain-specific relationships. METHODS This systematic review was registered with the International Prospective Register of Systematic Reviews (PROSPERO) and adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement for reporting systematic reviews and meta-analyses. Five electronic databases (PubMed, Web of Science, Scopus, PsycINFO, and SPORTDiscus) were systematically searched. Following study screening and risk-of-bias assessment by two authors, 49 eligible studies were identified for inclusion and grouped by study design. Evidence for domain-specific paths between motor competence and cognitive and social-emotional outcomes was synthesized by calculating the significant analyses in the hypothesized direction, divided by the total number of analyses for that path. These percentages were then collated for each domain outcome. This collated influence was classified as either no association (0-33%), written as '0', or indeterminate/inconsistent (34-59%), written as '?' If there were fewer than three studies in the domain, the strength of evidence was classified as insufficient (I). RESULTS Of the 49 studies, 35% were able to satisfy six or more of the seven risk-of-bias criteria. Longitudinal observational evidence about domain-specific and global associations of motor competence and cognitive and social-emotional development is indeterminate. The included studies also did not provide evidence for a consistent moderating role of age and sex. Some preliminary experimental evidence does support the role of motor competence in moderating the influence of cognitively enriched physical activity on cognitive outcomes, especially working memory and social-emotional skills. However, too few studies were appropriately designed to acknowledge the moderating role of contextual mechanisms. CONCLUSIONS Between-study heterogeneity means it was not possible to identify definitive domain- and construct-specific relationships between motor competence and cognitive and social-emotional outcomes. To further develop our understanding, it is important that researchers acknowledge the complexity of these relationships within rigorous study designs.
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Affiliation(s)
- Phillip J Hill
- Applied Sports, Technology, Exercise and Medicine (A-STEM) Research Centre, Swansea University, Swansea, SA1 8EN, Wales, UK
| | - Melitta A Mcnarry
- Applied Sports, Technology, Exercise and Medicine (A-STEM) Research Centre, Swansea University, Swansea, SA1 8EN, Wales, UK
| | - Kelly A Mackintosh
- Applied Sports, Technology, Exercise and Medicine (A-STEM) Research Centre, Swansea University, Swansea, SA1 8EN, Wales, UK.
| | - Maeve Aine Murray
- School of Health and Human Performance, Dublin City University, Dublin, D09 F8Y6, Ireland
| | - Caterina Pesce
- Department of Movement, Human and Health Sciences, University of Rome "Foro Italico", Rome, Italy
| | | | - Nancy Getchell
- Developmental Motor Control Laboratory, 157 Human Performance Lab, University of Delaware, 540 S College Ave, Newark, 19713, DE, UK
| | | | - Leah E Robinson
- School of Kinesiology, University of Michigan, SKB 1054; 830 North University, Ann Arbor, MI, 48109-1048, USA
| | - Lisa M Barnett
- Institute for Physical Activity and Nutrition, Faculty of Health, School of Health and Social Development, Deakin University, Building BC, 221 Burwood Hwy, Burwood, Melbourne, 3125, Australia
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Biino V, Pellegrini B, Zoppirolli C, Lanza M, Gilli F, Giuriato M, Schena F. Gross motor coordination in relation to weight status: a longitudinal study in children and pre-adolescents. Front Public Health 2023; 11:1242712. [PMID: 38235161 PMCID: PMC10792555 DOI: 10.3389/fpubh.2023.1242712] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2023] [Accepted: 09/27/2023] [Indexed: 01/19/2024] Open
Abstract
Introduction Gross Motor Coordination (GMC) is crucial for the adequate development of motor competence. Our purpose in this semi-longitudinal study was to evaluate the influence of BMI on GMC in children and pre-adolescents of both sexes, across school years (classes). Methods We evaluated 117 subjects (aged 8-13 years) belonging to three different cohorts for 4 consecutive years, providing data over 6 years (classes). GMC was assessed through the Körperkoordinationstest für Kinder (KTK) test. Class and weight status effects were then evaluated by dividing the subjects into a normal weight group and an overweight group based on their weight status. Results A significant increase across classes was found for BMI (p < 0.001) and KTK raw score (p < 0.001) and a decrease was found for KTK normalized score (MQ) (p = 0.043). Significantly lower MQ values were found for girls. Absolute GMC increased across the years and there was no difference between boys and girls. Correlations between GMC scores and BMI were negative and significant in 5 of 6 classes. It was confirmed that overweight subjects had lower MQ and RAW values than normal-weight subjects, with no class-by-weight status interaction. Discussion The level of competence and its development are strictly dependent on weight status during childhood and pre-adolescence. The present investigation suggests that the adequate development of GMC requires not only targeted physical education programs but also the promotion of healthy habits aimed at maintaining a normal weight status during childhood and pre-adolescence.
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Affiliation(s)
- Valentina Biino
- Department of Neuroscience, Biomedicine and Movement Science, University of Verona, Verona, Italy
- Department of Human Science, University of Verona, Verona, Italy
| | - Barbara Pellegrini
- CeRiSM, University of Verona, Rovereto, Italy
- Department of Engineering for Innovation Medicine, University of Verona, Verona, Italy
| | - Chiara Zoppirolli
- CeRiSM, University of Verona, Rovereto, Italy
- Department of Engineering for Innovation Medicine, University of Verona, Verona, Italy
| | - Massimo Lanza
- Department of Neuroscience, Biomedicine and Movement Science, University of Verona, Verona, Italy
| | | | - Matteo Giuriato
- Department of Neuroscience, Biomedicine and Movement Science, University of Verona, Verona, Italy
| | - Federico Schena
- Department of Neuroscience, Biomedicine and Movement Science, University of Verona, Verona, Italy
- CeRiSM, University of Verona, Rovereto, Italy
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Feng X, Zhang Z, Jin T, Shi P. Effects of open and closed skill exercise interventions on executive function in typical children: a meta-analysis. BMC Psychol 2023; 11:420. [PMID: 38037184 PMCID: PMC10690989 DOI: 10.1186/s40359-023-01317-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2023] [Accepted: 09/08/2023] [Indexed: 12/02/2023] Open
Abstract
BACKGROUND The effects of open and closed skill exercise interventions for executive function in children and adolescents have received widespread attention. Open skill refers to the skill of performing motor tasks in an unpredictable environment; closed skill refers to the skill of performing motor tasks in a stable environment. However, the results of related studies are currently controversial and Meta-analysis is urgently needed. METHODS After computer searches of CNKI, Wan-Fang, VIP, WOS, PubMed, and EBSCO databases, two researchers independently screened articles, extracted information, and evaluated the quality of the articles. This study was statistical analyzed using Stata 16.0 software. RESULTS A total of 31 articles were included, including 2988 typical children. Open, closed, continuous and sequential skills all improved executive function in typical children to varying degrees, but open and sequential skills were more effective in improving executive function, particularly in the former in the working memory (SMD=-0.833, P < 0.001) and in the latter in the inhibitory control (SMD=-0.834, P < 0.001) and cognitive flexibility (SMD=-0.903, P < 0.001). Long-term, moderate- intensity interventions were better than acute, vigorous-intensity interventions for executive function, with long-term interventions reflected in working memory (SMD=-0.579, P < 0.001) and moderate-intensity interventions reflected in all three dimensions of executive function (P < 0.01). Intervention periods, intervention intensity and continuous and sequential skills classified by action structure play a significant moderating role. Better results for long-term, sequential structural action interventions based on open skills (P < 0.001); better results for acute, moderate intensity, sequential structural action interventions based on closed (P < 0.05). Whereas intervention intensity had a non-significant moderating effect in the open skills intervention, both moderate and vigorous intensity had a significant effect on executive function (P < 0.001). CONCLUSION Open and closed skills have different levels of facilitation effects on executive function in typical children, but open skills are more effective. The facilitation effects of open and closed skills were moderated by the qualitative characteristics and action structure of the intervention.
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Affiliation(s)
- Xiaosu Feng
- School of Physical Education, Liaoning Normal University, Dalian, 116029, China
| | - Ziyun Zhang
- School of Life and Health, Huzhou College, Huzhou, 313002, China
| | - Teng Jin
- School of Physical Education, Northeast Normal University, Changchun, 130024, China
| | - Peng Shi
- School of Physical Education, Shanghai University of Sport, Shanghai, 200438, China.
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Vasilopoulos F, Jeffrey H, Wu Y, Dumontheil I. Multi-level meta-analysis of whether fostering creativity during physical activity interventions increases their impact on cognitive and academic outcomes during childhood. Sci Rep 2023; 13:8383. [PMID: 37225728 DOI: 10.1038/s41598-023-35082-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2022] [Accepted: 05/12/2023] [Indexed: 05/26/2023] Open
Abstract
Neuroplasticity research supports the idea that varied practice and new environments promote cognitive engagement and enhance learning. Expanding on a meta-analysis of the effect of physical activity interventions on cognition and academic outcomes, we reviewed and quantified the impact of task and environmental factors that foster creative physical activity. Interventions were considered as fostering creative physical activity to a greater extent if (1) they were varied, (2) relied less on technical acquisition, instruction or demonstration, (3) involved open spaces, props, or open-ended instructions, and (4) involved interactions with peers. A wide range of physical activities were considered, from dance to aerobic exercise across 92 studies in 5-12-year-old children. Creativity ratings of physical activity interventions were varied but did not associate with greater beneficial effects on executive functions (k = 45), academic achievement (k = 47), or fluid intelligence (k = 8). Studies assessing on-task behaviour (k = 5) tended not to foster creativity, while reversely studies assessing creativity tended to foster creative physical activities (k = 5). As a group, three studies that fostered more creative PA showed a small significant negative summary effect on cognitive flexibility. Considering qualitative differences in the physical activities performed in schools will improve our understanding of their mechanisms of impact. Future research should consider using more varied measures, including more proximal outcomes that involve body movements (e.g., a Simon Says task to measure inhibitory control).
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Affiliation(s)
- Fotini Vasilopoulos
- Centre for Brain and Cognitive Development, Department of Psychological Sciences, Birkbeck, University of London, Malet Street, London, WC1E 7HX, UK.
- Centre for Educational Neuroscience, University of London, London, UK.
| | | | - Yanwen Wu
- University of Cambridge, Cambridge, UK
| | - Iroise Dumontheil
- Centre for Brain and Cognitive Development, Department of Psychological Sciences, Birkbeck, University of London, Malet Street, London, WC1E 7HX, UK
- Centre for Educational Neuroscience, University of London, London, UK
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Kolovelonis A, Goudas M. The Effects of Cognitively Challenging Physical Activity Games versus Health-Related Fitness Activities on Students' Executive Functions and Situational Interest in Physical Education: A Group-Randomized Controlled Trial. Eur J Investig Health Psychol Educ 2023; 13:796-809. [PMID: 37232698 DOI: 10.3390/ejihpe13050060] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2023] [Revised: 04/21/2023] [Accepted: 04/24/2023] [Indexed: 05/27/2023] Open
Abstract
This study compared cognitively challenging physical activity games and health-related fitness activities in terms of their effects on students' executive functions and situational interest in physical education. A total of 102 fourth- and fifth-grade students (56 boys, 46 girls) participated in this study. A group-randomized controlled trial design involving an acute experiment was used. Two intact classes of students (one fourth-grade and one fifth-grade) were randomly assigned to each one of the three groups. Students in Group 1 participated in cognitively challenging physical activity games, students in Group 2 participated in activities for developing their health-related fitness, and Group 3 students were the control group without physical education. Executive functions were measured pre- and post-intervention with the design fluency test, whereas situational interest was only measured post-intervention with the situational interest scale. Group 1 students who played cognitively challenging physical activity games had increased their executive functions' scores more than the Group 2 students involved in health-related fitness activities. Students of both these groups outperformed control group students. Moreover, Group 1 students reported higher levels of instant enjoyment and total interest than Group 2 students. The results of this study suggest that cognitively challenging physical activity games can be an effective means for enhancing executive functions, and motivate students to be involved in interesting and enjoyable forms of physical activity.
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Affiliation(s)
- Athanasios Kolovelonis
- Department of Physical Education and Sport Science, University of Thessaly, 42100 Trikala, Greece
| | - Marios Goudas
- Department of Physical Education and Sport Science, University of Thessaly, 42100 Trikala, Greece
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Homeyer D, Memaran N, Kück M, Grams L, von der Born J, Bauer E, Schwalba M, Kerling A, von Maltzahn N, Albrecht A, Haverich A, Stiesch M, Melk A, Tegtbur U. Participating in a School-Integrated Daily Exercise Program Improves Motor Performance Significantly in School-Children. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:4764. [PMID: 36981673 PMCID: PMC10048861 DOI: 10.3390/ijerph20064764] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/11/2023] [Revised: 03/03/2023] [Accepted: 03/07/2023] [Indexed: 06/18/2023]
Abstract
Children's sedentary time has increased, while daily physical activity and motor performance have decreased. We evaluated an integrated school-based exercise program by assessing changes in motor skills after one year and comparing these changes to children who did not participate. We included 303 children from five schools in this longitudinal study and assigned them either to the exercise group (EG; n = 183 with daily exercise program) or the waiting group (WG; n = 120). Motor skills were assessed at baseline and after one year. Mixed modeling was used to analyze inter-group differences of change in motor skills and to determine the effect of sex, age group, and weight status. EG improved more strongly than WG for sprint, side jumps (both p = 0.017), stand and reach (p = 0.012), and ergometry (p ≤ 0.001) when compared to WG. Girls improved more strongly in the sit-ups than boys, second graders more than fifth graders in the backwards balance and the ergometry, and non-overweight children more in the standing long jump than overweight children. The exercise program is effective in increasing motor skills and physical fitness. Girls were not disadvantaged, and overweight children profited as much as their non-overweight peers in all categories but one.
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Affiliation(s)
- Denise Homeyer
- Department of Rehabilitation and Sports Medicine, Hannover Medical School, 30625 Hannover, Germany
| | - Nima Memaran
- Department of Pediatric Kidney, Liver and Metabolic Diseases, Hannover Medical School, 30625 Hannover, Germany; (N.M.)
| | - Momme Kück
- Department of Rehabilitation and Sports Medicine, Hannover Medical School, 30625 Hannover, Germany
| | - Lena Grams
- Department of Rehabilitation and Sports Medicine, Hannover Medical School, 30625 Hannover, Germany
| | - Jeannine von der Born
- Department of Pediatric Kidney, Liver and Metabolic Diseases, Hannover Medical School, 30625 Hannover, Germany; (N.M.)
| | - Elena Bauer
- Department of Pediatric Kidney, Liver and Metabolic Diseases, Hannover Medical School, 30625 Hannover, Germany; (N.M.)
| | - Martina Schwalba
- Department of Pediatric Kidney, Liver and Metabolic Diseases, Hannover Medical School, 30625 Hannover, Germany; (N.M.)
| | - Arno Kerling
- Department of Rehabilitation and Sports Medicine, Hannover Medical School, 30625 Hannover, Germany
| | - Nadine von Maltzahn
- Department for Dental Prosthodontics and Biomedical Materials Science, Center for Dentistry and Oral Medicine, Hannover Medical School, 30625 Hannover, Germany
| | - Alexander Albrecht
- Department of Rehabilitation and Sports Medicine, Hannover Medical School, 30625 Hannover, Germany
| | - Axel Haverich
- Department of Cardiothoracic, Transplantation, and Vascular Surgery, Hannover Medical School, 30625 Hannover, Germany
| | - Meike Stiesch
- Department for Dental Prosthodontics and Biomedical Materials Science, Center for Dentistry and Oral Medicine, Hannover Medical School, 30625 Hannover, Germany
| | - Anette Melk
- Department of Pediatric Kidney, Liver and Metabolic Diseases, Hannover Medical School, 30625 Hannover, Germany; (N.M.)
| | - Uwe Tegtbur
- Department of Rehabilitation and Sports Medicine, Hannover Medical School, 30625 Hannover, Germany
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De Fano A, Benzing V, Condello G, Ballester R, Tocci N, Marchetti R, Pesce C, Schmidt M. How divergent are children's divergent movements? The role of cognition and expertise in a class-randomized cross-over trial. PSYCHOLOGY OF SPORT AND EXERCISE 2023; 65:102373. [PMID: 37665826 DOI: 10.1016/j.psychsport.2022.102373] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/30/2022] [Revised: 12/22/2022] [Accepted: 12/22/2022] [Indexed: 09/06/2023]
Abstract
This study aimed at investigating (1) the cognitive and motor predictors of divergent movement ability (DMA) in childhood and (2) the role of sport and enriched physical education (PE) experience. Participants were 165 fifth graders, aged 10-11 years, with different histories (onset and duration) of participation in enriched PE. They were assessed in cognitive/attentional and motor/sport skills and active play/sport habits at baseline, and six months later in DMA. Results of regression analyses showed an overall prediction of DMA by sport practice and a nuanced prediction of individual DMA indices (fluency, flexibility, originality) by decision making and spatial attention ability. Linear mixed models revealed better DMA in children exposed to enriched PE, with differential effects on DMA indices depending on its duration and earlier/later onset. The results identify novel cognitive determinants of children's DMA and suggest that sport practice and experience of designed enrichment in PE may benefit DMA.
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Affiliation(s)
- Antonio De Fano
- University of Chieti and Pescara "G. d'Annunzio", Department of Neuroscience, Imaging and Clinical Sciences, Via dei Vestini 33, 66100, Chieti, Italy
| | - Valentin Benzing
- University of Bern, Institute of Sport Science, Bremgartenstrasse 145, 3012, Bern, Switzerland
| | - Giancarlo Condello
- University of Parma, Department of Medicine and Surgery, Via Gramsci 14, 43126, Parma, Italy
| | - Rafael Ballester
- Catholic University of Valencia "San Vicente Martir", Department of Athletic Training, Carrer de Quevedo, 2, 46001, Valencia, Spain
| | - Nicoletta Tocci
- University of Rome "Foro Italico", Department of Movement, Human and Health Sciences, Piazza Lauro De Bosis 6, 00135, Rome, Italy
| | - Rosalba Marchetti
- University of Rome "Foro Italico", Department of Movement, Human and Health Sciences, Piazza Lauro De Bosis 6, 00135, Rome, Italy
| | - Caterina Pesce
- University of Rome "Foro Italico", Department of Movement, Human and Health Sciences, Piazza Lauro De Bosis 6, 00135, Rome, Italy.
| | - Mirko Schmidt
- University of Bern, Institute of Sport Science, Bremgartenstrasse 145, 3012, Bern, Switzerland
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O’Brien W, Khodaverdi Z, Bolger L, Murphy O, Philpott C, Kearney PE. Exploring Recommendations for Child and Adolescent Fundamental Movement Skills Development: A Narrative Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:3278. [PMID: 36833974 PMCID: PMC9966577 DOI: 10.3390/ijerph20043278] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/20/2022] [Revised: 01/29/2023] [Accepted: 02/01/2023] [Indexed: 06/18/2023]
Abstract
Fundamental movement skills (FMS) are frequently referred to as the "building blocks" of movement for children and adolescents in their lifelong physical activity journey. It is critical, however, that FMS are developed within Physical Education learning environments and other sport-related settings, specifically as these building blocks of movement require appropriate teaching and practice opportunities. While FMS are well-established as an "important focus" for children and adolescents, to the authors' knowledge, there appears to be no standardized FMS development guidelines existent within the literature. This paper will examine whether the frequency, intensity, time, and type (FITT) principle could be transferable to interventions focusing on FMS development, and if so, whether sufficient consistency of findings exists to guide practitioners in their session design. Applying the FITT principle in this way may help to facilitate the comparison of FMS-related intervention studies, which may contribute to the future development of practical FMS-related guidelines for children and adolescents.
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Affiliation(s)
- Wesley O’Brien
- Sports Studies and Physical Education Programme, School of Education, University College Cork, 2 Lucan Place, Western Road, T12 K8AF Cork, Ireland
| | - Zeinab Khodaverdi
- Department of Biobehavioral Studies, Teachers College, Columbia University, New York, NY 10027, USA
| | - Lisa Bolger
- Department of Sport, Leisure and Childhood Studies, Munster Technological University (Cork Campus), T12 P928 Cork, Ireland
| | - Orla Murphy
- Sports Studies and Physical Education Programme, School of Education, University College Cork, 2 Lucan Place, Western Road, T12 K8AF Cork, Ireland
| | - Conor Philpott
- Sports Studies and Physical Education Programme, School of Education, University College Cork, 2 Lucan Place, Western Road, T12 K8AF Cork, Ireland
| | - Philip E. Kearney
- Sport & Human Performance Research Centre, Department of Physical Education and Sport Sciences, University of Limerick, V94 T9PX Limerick, Ireland
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Kolovelonis A, Papastergiou M, Samara E, Goudas M. Acute Effects of Exergaming on Students' Executive Functions and Situational Interest in Elementary Physical Education. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:1902. [PMID: 36767269 PMCID: PMC9914954 DOI: 10.3390/ijerph20031902] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/19/2022] [Revised: 01/13/2023] [Accepted: 01/17/2023] [Indexed: 06/18/2023]
Abstract
Two studies were conducted to examine the acute effects of exergaming on students' executive functions and to explore their situational interest regarding these games in elementary physical education. The first study involved a two-group, repeated measures, cross-over quasi-experimental design. Participants were 74 (36 boys) fourth- and fifth-grade students who were assigned to the experimental (38 students) and the waiting list control (36 students) group. The single physical education session with exergames was first implemented with the initial experimental group and after the post-test, the waiting list control group received the intervention. In the second study, a pre-test post-test, within-subjects design was involved with the experimental group students (48 fourth- and fifth-grade students, 27 boys) who participated in a booster single physical education session with exergames two months after their involvement in a four-week intervention with cognitively challenging physical activity games. Both studies involved pre- and post-intervention measures for executive functions using the design fluency test and a post-test measure for situational interest. During the acute session, students had to follow the movements of an on-screen dancing character in time to a chosen song of the Just Dance 2015 exergame. The results of the first study showed that experimental group students improved significantly from pre- to post-test their scores in design fluency and in cognitive flexibility and in the total score of the design fluency test and their improvements were higher compared to the waiting list control group. The waiting list control group students, after receiving the acute session with exergames, significantly improved their scores in design fluency, inhibition, and cognitive flexibility and in the total score of the design fluency test compared to their pre-intervention scores. Moreover, the second study showed that students' total score in the design fluency test improved significantly from pre- to post-intervention. In both studies, students reported generally high scores in all subscales of the situational interest questionnaire. These results suggested that an acute exergame-based physical education session attracted students' interest and positively triggered their executive functions.
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Effect of Physical Exercise in Real-World Settings on Executive Function of Typical Children and Adolescents: A Systematic Review. Brain Sci 2022; 12:brainsci12121734. [PMID: 36552193 PMCID: PMC9775424 DOI: 10.3390/brainsci12121734] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2022] [Revised: 11/15/2022] [Accepted: 11/22/2022] [Indexed: 12/23/2022] Open
Abstract
OBJECTIVE The aim of this paper is to provide a systematic review of research on physical exercise in real-world settings on executive function of typical children and adolescents. METHODS The CNKI, WOS, PubMed, ScienceDirect, and SPORTDiscus databases were searched by computer. Two researchers independently screened the literature, extracted data, and evaluated the risk of bias in the included literature. Statistical analysis was performed using frequency and percentage and the χ2 test. RESULTS A total of 49 articles was included. Acute (moderate intensity lasting 30-50 min) and long-term (interventions of moderate intensity of 30-50 min at least 3 times a week for 17 weeks or more) physical exercises in real-world settings have positive intervention effects on executive function. Furthermore, for acute interventions, closed skills are more efficient for inhibitory control, open skills are more efficient for working memory and cognitive flexibility, and open-continuous and closed-sequential skills are the most efficient; long-term interventions with open skills, sequential skills, and open-sequential skills are more effective. CONCLUSION Physical exercise in real-world settings has a good promotion effect on typical children and adolescents, and motor skills with open and/or sequential attributes are more helpful in improving executive function.
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16
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Elementary Students’ Perceptions of Cognitively Challenging Physical Activity Games in Physical Education. CHILDREN 2022; 9:children9111738. [DOI: 10.3390/children9111738] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/12/2022] [Revised: 11/02/2022] [Accepted: 11/10/2022] [Indexed: 11/16/2022]
Abstract
This study examined 10–11-year-old students’ perceptions regarding three different types of physical activity games based on different principles of mental engagement (contextual interference, mental control, or discovery). A total of 156 students (84 girls) from five fourth-grade (75 students) and five fifth-grade (81 students) classes of five elementary schools located in a middle-sized city in central Greece participated in the study. These students participated in a larger project consisting of a series of acute experiments aiming to examine the effectiveness of cognitively challenging physical activity games in elementary physical education. Students responded to open-ended questions regarding their perceptions of the physical activity games. Their responses were analyzed through a thematic analysis. A total number of 706 quotes were identified and categorized into the lower-order themes which were organized into four higher-order themes: (a) characteristics of the games, (b) effects of the games, (c) areas for improvement, and (d) preferences for specific games. Students’ views provided supporting evidence regarding the employment of cognitively challenging physical activity games in physical education. Useful insights regarding the characteristics of the games, their effects, and their areas for improvement were also gained.
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Li Q, Wang Q, Xin Z, Gu H. The Impact of Gross Motor Skills on the Development of Emotion Understanding in Children Aged 3-6 Years: The Mediation Role of Executive Functions. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:14807. [PMID: 36429524 PMCID: PMC9690058 DOI: 10.3390/ijerph192214807] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/10/2022] [Revised: 11/06/2022] [Accepted: 11/08/2022] [Indexed: 06/16/2023]
Abstract
This study investigates the impact of gross motor skills on the development of emotion understanding and the role of executive function in the relation between gross motor skills and emotion understanding. A total of 662 children were tested for gross motor skills, emotion understanding, and executive function. Regression analysis showed that gross motor skills were significantly related to executive function. Multiple regression analyses showed that gross motor skills and executive function were significant predictors for emotion understanding. Furthermore, mediation analysis showed that executive function mediated the impact of gross motor skills on emotion understanding. Gross motor skills contributed to emotion understanding by improving children's executive function. The findings imply that a pathway from gross motor skills to emotion understanding is mediated by executive function, which offers a novel perspective on the developmental mechanisms of children's emotion understanding.
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Klupp S, Grob A, Möhring W. Aerobic fitness and fine motor skills are related to switching and updating in typically developing children. PSYCHOLOGICAL RESEARCH 2022; 87:1401-1416. [PMID: 36264512 DOI: 10.1007/s00426-022-01749-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2022] [Accepted: 10/04/2022] [Indexed: 11/29/2022]
Abstract
Movement is essential for everyday life and closely related to cognitive skills. The aim of the current research was to investigate whether different aspects of physical activity, i.e., aerobic fitness and motor skills, contribute above and beyond each other to the variance in children's executive functioning. Children aged 8-13 years (N = 129, 58 females, Mage = 10.7 years, SDage = 1.6 years) participated in the current cross-sectional study. Aerobic fitness was assessed by the Progressive Aerobic Cardiovascular Endurance Run (PACER). Motor skills were assessed using the standardized Movement Assessment Battery for Children 2nd edition (M-ABC-2), including fine motor skills, balance skills, and object control. Components of executive functions (inhibition, switching, updating) were assessed using the following tasks: an animal Stroop task, a local-global task, and a 2n-back task. Hierarchical regressions were conducted to analyze the relative importance of aerobic fitness and motor skills for children's executive functions. Results indicated that aerobic fitness and fine motor skills were significantly related to switching and updating, whereas relations to inhibition were non-significant. Furthermore, it was found that fine motor skills explained additional variance above aerobic fitness in switching and updating whereas aerobic fitness did not add additional variance above fine motor skills in switching and updating. Balance and object control skills were not related to the three core executive functions. Results support the notion that aerobic fitness and fine motor skills are differently related to executive functions and highlight the importance of considering multiple components of constructs in future research.
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Affiliation(s)
- Stephanie Klupp
- Department of Psychology, University of Basel, Missionsstrasse 62, 4055, Basel, Switzerland.
| | - Alexander Grob
- Department of Psychology, University of Basel, Missionsstrasse 62, 4055, Basel, Switzerland
| | - Wenke Möhring
- Department of Psychology, University of Basel, Missionsstrasse 62, 4055, Basel, Switzerland.,Department of Educational and Health Psychology, University of Education Schwäbisch Gmünd, Schwäbisch Gmünd, Germany
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Kolovelonis A, Pesce C, Goudas M. The Effects of a Cognitively Challenging Physical Activity Intervention on School Children's Executive Functions and Motivational Regulations. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph191912742. [PMID: 36232040 PMCID: PMC9564380 DOI: 10.3390/ijerph191912742] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/22/2022] [Revised: 09/28/2022] [Accepted: 09/29/2022] [Indexed: 05/31/2023]
Abstract
This study examined the effects of a physical education intervention consisting of cognitively challenging physical activity games on school children's executive functions and motivational regulations. Ninety-nine fourth- and fifth-grade children participated in this two-group, repeated measures, quasi-experimental study with a cross-over design. Children's executive functions (measured with the design fluency and Stroop and flanker tests) and motivational regulations were measured pre- and post-intervention and one month later. At post-test, the experimental group children outperformed the waiting-list control group children in all design fluency test conditions and accuracy in the Stroop and flanker tests. Both groups improved from pre- to post-intervention their speed (reaction time) in the Stroop and flanker tests. The waiting-list control group children, after receiving the intervention, improved their performance in the executive function tests except for Stroop test accuracy and flanker test speed. The positive effects were reduced significantly one month after the end of the intervention but remained significantly higher compared to pre-intervention. No intervention effects were found for the motivational regulations. These results showed that the intervention had positive effects on children's executive functions and supported the new shift of designing physical activity programs for developing combinedly children's physical and cognitive development.
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Affiliation(s)
- Athanasios Kolovelonis
- Department of Physical Education and Sport Science, University of Thessaly, 42100 Trikala, Greece
| | - Caterina Pesce
- Department of Movement, Human and Health Sciences, Italian University Sport and Movement “ForoItalico”, 00135 Rome, Italy
| | - Marios Goudas
- Department of Physical Education and Sport Science, University of Thessaly, 42100 Trikala, Greece
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Invernizzi PL, Signorini G, Rigon M, Larion A, Raiola G, D’Elia F, Bosio A, Scurati R. Promoting Children's Psychomotor Development with Multi-Teaching Didactics. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph191710939. [PMID: 36078655 PMCID: PMC9517746 DOI: 10.3390/ijerph191710939] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/04/2022] [Revised: 08/30/2022] [Accepted: 08/31/2022] [Indexed: 05/13/2023]
Abstract
This group randomized control trial examined the dose-response effect of varied combinations of linear and nonlinear pedagogy (enriched physical education with specific program led by specialist vs. conventional physical education led by generalist) for improving first-grade children's motor creativity, executive functions, self-efficacy, and learning enjoyment. We led three physical education classes per group through 12 weeks of combined instruction, based on linear and nonlinear pedagogy: mostly linear (ML; 80% linear, 20% nonlinear; n = 62); mostly nonlinear (MNL; 20% linear, 80% nonlinear; n = 61); and control (C; conventional teaching from generalists; n = 60). MNL improved in (a) motor creativity ability (DMA; 48.7%, 76.5%, and 47.6% for locomotor, stability, and manipulative tasks, respectively); (b) executive functions (working memory and inhibitory control) for RNG task (14.7%) and task errors (70.8%); (c) self-efficacy (5.9%); and (d) enjoyment (8.3%). In ML, DMA improved by 18.0% in locomotor and 60.9% in manipulative tasks. C improved of 10.5% in enjoyment, and RNG task worsened by 22.6%. MNL improvements in DMA tasks, executive functions, and self-efficacy were significantly better than those in C. ML was better than C in DMA task and in executive functions' task errors. Overall, ML and MNL approaches were more effective than conventional generalist teaching (C), and the MNL combination of 80% nonlinear and 20% linear pedagogy was optimal. We recommend that educators favor the MNL approach.
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Affiliation(s)
- Pietro Luigi Invernizzi
- Department of Biomedical Sciences for Health, Università degli Studi di Milano, 20129 Milan, Italy
| | - Gabriele Signorini
- Department of Biomedical Sciences for Health, Università degli Studi di Milano, 20129 Milan, Italy
| | - Marta Rigon
- Department of Biomedical Sciences for Health, Università degli Studi di Milano, 20129 Milan, Italy
- Sport Faculty, San Antonio Catholic University of Murcia, 30107 Murcia, Spain
| | - Alin Larion
- Faculty of Physical Education and Sport, Ovidius University of Constanta, 900527 Constanta, Romania
| | - Gaetano Raiola
- Department of Political and Social Sciences, University of Salerno, 84084 Fisciano, Italy
| | - Francesca D’Elia
- Department of Humanities, Philosophy and Education, University of Salerno, 84084 Fisciano, Italy
| | - Andrea Bosio
- Human Performance Laboratory, Mapei Sport, 21057 Olgiate Olona, Italy
| | - Raffaele Scurati
- Department of Biomedical Sciences for Health, Università degli Studi di Milano, 20129 Milan, Italy
- Correspondence:
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"Children are precious cargo; we don't let them take any risks!": Hearing from adults on safety and risk in children's active play in schools: a systematic review. Int J Behav Nutr Phys Act 2022; 19:111. [PMID: 36050699 PMCID: PMC9438168 DOI: 10.1186/s12966-022-01344-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/10/2022] [Accepted: 08/01/2022] [Indexed: 11/25/2022] Open
Abstract
Background Understanding determinants of children’s outdoor play is important for improving low physical activity levels, and schools are a key setting for both. Safety concerns shape children’s opportunity to play actively outdoors, therefore, this qualitative evidence synthesis aimed to i) examine adult (e.g., parent, teacher, yard supervisor, principal) perspectives on safety and risk in children’s active play during recess in elementary and/or middle schools, and ii) identify how safety and risk influence playground supervision and decision making in this setting. Methods Six electronic databases were systematically searched in March 2021, with an updated search in June 2022. Records were screened against eligibility criteria using Covidence software, and data extraction and synthesis were performed using predesigned coding forms in Microsoft Excel and NVivo. Framework synthesis methodology was employed, guided by a conceptual framework structured on the socio-ecological model (SEM) and affordance theory. Results From 10,370 records, 25 studies were included that represented 608 adults across 89 schools from nine countries. The synthesis identified 10 constraining and four affording factors that influenced whether school staff were risk-averse or risk tolerant during recess, and, in turn, the degree to which children’s play was managed. Constraining factors stemmed from fears for children’s physical safety, and fear of blame and liability in the event of playground injury, which shaped parent, school staff and institutional responses to risk. Interrelated factors across SEM levels combined to drive risk-averse decision making and constraining supervision. Emerging evidence suggests children’s active play in schools can be promoted by fostering a risk tolerant and play friendly culture in schools through play facilitation training (e.g., risk-reframing, conflict resolution) and engaging stakeholders in the development of school policies and rules that balance benefits of play against potential risks. Conclusions Findings show several socio-cultural factors limited the ability of school staff to genuinely promote active play. Future work should seek to foster risk tolerance in schools, challenge the cultural norms that shape parent attitudes and institutional responses to risk in children’s play, and explore novel methods for overcoming policy barriers and fear of liability in schools. Trial registration PROSPERO registration: CRD42021238719. Supplementary Information The online version contains supplementary material available at 10.1186/s12966-022-01344-7.
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Rodríguez-Negro J, Pesola JA, Yanci J. Can different physical education programs produce specific developments in psychological responses and cognitive functions? An ecological intervention in school-age children. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2022; 92:1687-1698. [PMID: 35875927 DOI: 10.1111/bjep.12533] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2021] [Revised: 06/08/2022] [Accepted: 06/30/2022] [Indexed: 11/26/2022]
Abstract
AIMS The aim of this study was to investigate the effects of physical education (PE) class contents on 6-8 years school-age children's perceived exertion, psychological responses and cognitive functions. MATERIALS AND METHODS These dimensions were measured in 135 children (6.61 ± 0.58 years) before and after an 8-week different PE intervention programs [i.e. balance intervention program (BIP), game based program (GBP) or drama learning program (DLP)]. RESULTS With regard to the physical exertion, higher perceived exertion was found in BIP than in GBP and DLP (p < .01, ES = -0.5 to -1.0, small to moderate). Regarding cognitive functions, children of the GBP and the DLP significantly improved some of the cognitive functions test scores (p < .01 or 0.05, ES = 0.5 to 1.5, small to large). CONCLUSION These results lead us to think that physical activity could be an effective tool for improving children's cognitive functions.
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Affiliation(s)
- Josune Rodríguez-Negro
- Physical Education and Sport Department, Faculty of Education and Sport, University of the Basque Country (UPV/EHU), Vitoria-Gasteiz, Spain
| | - Johannes Arto Pesola
- Active Life Lab, South-Eastern Finland University of Applied Sciences, Mikkeli, Finland
| | - Javier Yanci
- Physical Education and Sport Department, Faculty of Education and Sport, University of the Basque Country (UPV/EHU), Vitoria-Gasteiz, Spain
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Jerebine A, Fitton-Davies K, Lander N, Eyre ELJ, Duncan MJ, Barnett LM. "All the fun stuff, the teachers say, 'that's dangerous!'" Hearing from children on safety and risk in active play in schools: a systematic review. Int J Behav Nutr Phys Act 2022; 19:72. [PMID: 35752813 PMCID: PMC9233824 DOI: 10.1186/s12966-022-01305-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/21/2022] [Accepted: 06/02/2022] [Indexed: 12/31/2022] Open
Abstract
Background Active play is vital for healthy child development, and schools are a valuable setting to promote this behaviour. Understanding the determinants of children’s physical activity behaviour during recess, particularly the role of risk-taking and the influence safety concerns have on active play, is required. This systematic review aimed to 1) synthesise qualitative research with children that explored their perceptions of safety and risk in active play during recess in elementary and/or middle school, and 2) develop a model from the findings to guide efforts in schools to optimise children’s active play opportunities during recess. Methods Six online databases were systematically searched for articles published between January 2000 and March 2021. Following PRISMA guidelines, records were screened against eligibility criteria using Covidence software, and data extraction and synthesis was conducted using customised forms in Excel and NVivo software. Framework synthesis methodology was employed, conceptually guided by Bronfenbrenner’s socio-ecological model and Gibson’s affordance theory. Results Of 9664 records, 31 studies met inclusion criteria, representing 1408 children across 140 schools from 11 countries. An emergent conceptual framework was developed encompassing 23 risk and safety themes and 10 risky play types that children desired in schools. Individual characteristics (age, gender, physical literacy) influenced children’s engagement with risk and how they kept themselves safe. Across outer SEM levels, factors interacted to constrain or afford children’s active play. Socio-cultural factors (supervision practices, rules, equipment restrictions) constrained active play, which children perceived were driven by adults’ concern with physical safety. These factors contributed to a cycle of risk-averse decision making and diminished play affordances, which could inadvertently exacerbate safety issues. A model for risk tolerance in children’s active play has been proposed. Conclusions The findings show a disparity between the active play children want in schools and what they are able to do. Future work should balance the concerns of adults against the active play children want, involve children in decisions about playground policy, and foster a risk-tolerant culture in schools. Supplementary Information The online version contains supplementary material available at 10.1186/s12966-022-01305-0.
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Affiliation(s)
- Alethea Jerebine
- School of Health and Social Development, Faculty of Health, Deakin University, VIC, Geelong, Australia. .,Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK.
| | - Katie Fitton-Davies
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK.,Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, UK
| | - Natalie Lander
- Institute for Physical Activity and Nutrition, School of Exercise and Nutrition Sciences, Deakin University, Geelong, VIC, Australia
| | - Emma L J Eyre
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK
| | - Michael J Duncan
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK
| | - Lisa M Barnett
- School of Health and Social Development, Faculty of Health, Deakin University, VIC, Geelong, Australia.,Institute for Physical Activity and Nutrition, Deakin University, Geelong, VIC, Australia
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Play Smart, Be Smart? Effect of Cognitively Engaging Physical Activity Interventions on Executive Function among Children 4~12 Years Old: A Systematic Review and Meta-Analysis. Brain Sci 2022; 12:brainsci12060762. [PMID: 35741648 PMCID: PMC9220861 DOI: 10.3390/brainsci12060762] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2022] [Revised: 05/26/2022] [Accepted: 06/01/2022] [Indexed: 01/25/2023] Open
Abstract
This paper aims to collect a compendium of randomized controlled trials (RCTs) exploring the effects of cognitively engaging physical activity (PA) interventions (basketball and floorball) on various domain-specific executive functions (EFs) in children aged 4 to 12. Following the PRISMA principle, 11 articles (total sample size: 2053) were analyzed for effect size and moderating impact with Stata 13.0 software. Overall EFs (SMD = 0.21, 95% CI 0.10 to 0.32, p < 0.05), updating (SMD = 0.17, 95% CI 0.03 to 0.30, p < 0.05) and shifting (SMD = 0.32, 95% CI 0.02 to 0.61, p < 0.05) were enhanced by cognitively engaging PA interventions. Age and BMI were found to have no effect on overall EFs performance in Meta regression. Overall EFs performance was improved by interventions with a session length (≥35 min) (SMD = 0.30, 95 % CI 0.10 to 0.49, p = 0.033). The review suggests that despite the moderate effect sizes, cognitively engaging PA may be an effective approach to improving EFs in children aged 4 to 12, especially updating and shifting.
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Robinson KJ, Lubans DR, Mavilidi MF, Hillman CH, Benzing V, Valkenborghs SR, Barker D, Riley N. Effects of Classroom-Based Resistance Training With and Without Cognitive Training on Adolescents' Cognitive Function, On-task Behavior, and Muscular Fitness. Front Psychol 2022; 13:811534. [PMID: 35386901 PMCID: PMC8977488 DOI: 10.3389/fpsyg.2022.811534] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2021] [Accepted: 02/28/2022] [Indexed: 11/13/2022] Open
Abstract
Aim: Participation in classroom physical activity breaks may improve children's cognition, but few studies have involved adolescents. The primary aim of this study was to examine the effects of classroom-based resistance training with and without cognitive training on adolescents' cognitive function. Methods: Participants were 97 secondary school students (45.4% females, mean age 15.78 ± 0.44). Four-year 10 classes from one school were included in this four-arm cluster randomized controlled trial. Classes were randomly assigned to the following groups: sedentary control with no cognitive training, sedentary with cognitive training, resistance training without cognitive training, and resistance training with cognitive training. Sessions varied in levels of both cognitive demand and resistance training (i.e., high vs. low) and were administered three times per week for 4 weeks (12 sessions). Inhibition, cognitive flexibility, episodic memory, on-task behavior, and muscular fitness were assessed at baseline and post-test. Linear mixed models were used to examine changes within and between groups. Results: In comparison with the control group, episodic memory improved significantly in the resistance training without cognitive training group (-9.87 units, 95% CI: -17.71 to -2.03, p = 0.014, d = 0.72). There were no group-by-time effects for inhibition or cognitive flexibility. Classroom activity breaks both with and without cognitive demand improved participants' on-task behavior in comparison with the control and sedentary group. The resistance training programs did not lead to improvements in muscular fitness. Conclusion: Participation in body weight resistance training without cognitive training led to selective improvements in episodic memory. No training effects were found for inhibition or cognitive flexibility. A longer study period may be necessary to induce improvements in muscular fitness and associated changes in inhibition and cognitive flexibility. Clinical Trial Registration: https://www.anzctr.org.au/ACTRN12621001341819.aspx, Australian New Zealand Clinical Trials Registry-ACTRN12621001341819.
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Affiliation(s)
- Katie J Robinson
- Priority Research Centre for Physical Activity and Nutrition, College of Human and Social Futures, University of Newcastle, Callaghan, NSW, Australia.,Hunter Medical Research Institute (HMRI), Newcastle, NSW, Australia
| | - David R Lubans
- Priority Research Centre for Physical Activity and Nutrition, College of Human and Social Futures, University of Newcastle, Callaghan, NSW, Australia.,Hunter Medical Research Institute (HMRI), Newcastle, NSW, Australia
| | - Myrto F Mavilidi
- School of Education/Early Start, University of Wollongong, Wollongong, NSW, Australia
| | - Charles H Hillman
- Department of Psychology, Northeastern University, Boston, MA, United States.,Department of Physical Therapy, Movement, and Rehabilitation Sciences, Northeastern University, Boston, MA, United States
| | - Valentin Benzing
- Institute of Sport Science, University of Bern, Bern, Switzerland
| | - Sarah R Valkenborghs
- Priority Research Centre for Physical Activity and Nutrition, College of Human and Social Futures, University of Newcastle, Callaghan, NSW, Australia.,Hunter Medical Research Institute (HMRI), Newcastle, NSW, Australia
| | - Daniel Barker
- Hunter Medical Research Institute (HMRI), Newcastle, NSW, Australia
| | - Nicholas Riley
- Priority Research Centre for Physical Activity and Nutrition, College of Human and Social Futures, University of Newcastle, Callaghan, NSW, Australia.,Hunter Medical Research Institute (HMRI), Newcastle, NSW, Australia
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26
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Tocci N, Scibinetti P, Mazzoli E, Mavilidi MF, Masci I, Schmidt M, Pesce C. Giving Ideas Some Legs or Legs Some Ideas? Children's Motor Creativity Is Enhanced by Physical Activity Enrichment: Direct and Mediated Paths. Front Psychol 2022; 13:806065. [PMID: 35360626 PMCID: PMC8960453 DOI: 10.3389/fpsyg.2022.806065] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2021] [Accepted: 01/28/2022] [Indexed: 01/12/2023] Open
Abstract
Approaches to foster motor creativity differ according to whether creative movements are assumed to be enacted creative ideas, or solutions to emerging motor problems that arise from task and environmental constraints. The twofold aim of the current study was to investigate whether (1) an enriched physical education (PE) intervention delivered with a joint constraints-led and cognitive stimulation approach fosters motor creativity, and the responsiveness to the intervention is moderated by baseline motor and cognitive skills and sex; (2) the intervention may benefit motor creativity through gains in motor coordination, executive function, and creative thinking. Ninety-five children, aged 6-9 years, participated in a 6-month group randomized trial with specialist-led enriched PE vs. generalist-led conventional PE. Before and after the intervention, Bertsch's Test of Motor Creativity, Movement Assessment Battery for Children, Random Number Generation task and Torrance Test of Creative Thinking were administered. Linear mixed models were run accounting for the random effects of data clusters. Multiple mediation analysis was performed to assess whether motor coordination, executive function and creative thinking mediated any improvement of motor creativity. Results showed that (1) specialist-led enriched PE, compared to generalist-led conventional practice, elicited a more pronounced improvement in all motor creativity dimensions (fluency, flexibility, and originality) independently of baseline levels of motor and cognitive skills and sex; and (2) improved motor creativity was partially mediated by improved motor coordination and, as regards motor flexibility, also by improved inhibitory ability. In conclusion, enriching PE with tailored manipulations of constraints and variability may enhance the ability to create multiple and original task-pertinent movements both directly and through indirect paths. The results are discussed extending to motor creativity a theoretical framework that distinguishes different creativity modes. The intervention may have fostered the generation of creative movements directly through the exposure to variation in constraints, activating the sensorimotor 'flow' mode of creativity that bypasses higher-order cognition, but also indirectly through a systematic and conscious convergence on solutions, activating the 'deliberate' mode of creativity that relies on inhibition to reject common or task-inappropriate movement categories.
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Affiliation(s)
- Nicoletta Tocci
- General Psychology Laboratory, Department of Movement, Human and Health Sciences, University of Rome "Foro Italico", Rome, Italy
| | - Patrizia Scibinetti
- General Psychology Laboratory, Department of Movement, Human and Health Sciences, University of Rome "Foro Italico", Rome, Italy
| | - Emiliano Mazzoli
- Institute for Physical Activity and Nutrition, Faculty of Health, School of Exercise and Nutrition Sciences, Deakin University, Geelong, VIC, Australia
| | | | - Ilaria Masci
- Institute of Sport Science, University of Bern, Bern, Switzerland
| | - Mirko Schmidt
- Institute of Sport Science, University of Bern, Bern, Switzerland
| | - Caterina Pesce
- Exercise and Cognition Laboratory, Department of Movement, Human and Health Sciences, University of Rome "Foro Italico", Rome, Italy
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Are Physically Active Breaks in School-Aged Children Performed Outdoors? A Systematic Review. SUSTAINABILITY 2022. [DOI: 10.3390/su14073713] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/10/2022]
Abstract
(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.
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Evaluation of a Proposal for Movement Integration in the Teaching–Learning Process in Early Childhood Education. CHILDREN 2022; 9:children9020231. [PMID: 35204951 PMCID: PMC8870471 DOI: 10.3390/children9020231] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 01/10/2022] [Revised: 01/28/2022] [Accepted: 02/06/2022] [Indexed: 11/16/2022]
Abstract
Physical activity is essential to child development, but studies show that children are increasingly inactive. Due to schools being considered privileged environments to promote physical activity, the aim of this study was to increase the physical activity performed by early childhood education children during the school day by integrating movement into academic content and analyze this process. The amount and intensity of physical activity performed by a group of 24 3–4-year-old children in three different weeks were measured by accelerometry: one week with the methodology they had been following (week 1); and two weeks in which movement was integrated into the content through a specific proposal (week 2) and the same improved proposal (week 3). The results reveal that the application of a movement integration program not only allowed students to work on academic content in a physically active way, but also significantly increased the amount of physical activity that children performed during the school day. However, it was necessary to carry out several interventions the same day, or make movement integration the reference methodology, to meet the minimum recommended physical activity levels. In addition, to increase their effectiveness, interventions should be continually reviewed and improved to increase the motor engagement time.
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Petrigna L, Thomas E, Scardina A, Rizzo F, Brusa J, Camarazza G, Galassi C, Palma A, Bellafiore M. Methodological Considerations for Movement Education Interventions in Natural Environments for Primary School Children: A Scoping Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19031505. [PMID: 35162531 PMCID: PMC8835137 DOI: 10.3390/ijerph19031505] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/23/2021] [Revised: 01/21/2022] [Accepted: 01/25/2022] [Indexed: 01/28/2023]
Abstract
Background: Education is the ideal setting for carrying out projects to improve primary students’ capacities. In recent years, interventions in natural environments have been more frequently proposed, but there is still a lack of standardization, making deeper study of the topic necessary. This review aims to report on what previous scientific research has been carried out, and eventually, to propose standard operating procedures for future interventions. Methods: This is a scoping review that adopted the PRISMA guidelines. Primary school children have been included, and the interventions had to be proposed adopting nature as the primary element of the learning process. Results: A total of 19 studies have been included, and a wide range of methodological differences has been detected regarding the included intervention protocols. Conclusions: Learning in nature is a feasible intervention that, despite the high heterogeneity of interventions, demonstrates positive outcomes in the learning sphere of children.
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Affiliation(s)
- Luca Petrigna
- Sport and Exercise Sciences Research Unit, Department of Psychology, Educational Science and Human Movement, University of Palermo, Via Pascoli 6, 90144 Palermo, Italy; (E.T.); (A.S.); (F.R.); (J.B.); (G.C.); (C.G.); (A.P.); (M.B.)
- Correspondence:
| | - Ewan Thomas
- Sport and Exercise Sciences Research Unit, Department of Psychology, Educational Science and Human Movement, University of Palermo, Via Pascoli 6, 90144 Palermo, Italy; (E.T.); (A.S.); (F.R.); (J.B.); (G.C.); (C.G.); (A.P.); (M.B.)
| | - Antonino Scardina
- Sport and Exercise Sciences Research Unit, Department of Psychology, Educational Science and Human Movement, University of Palermo, Via Pascoli 6, 90144 Palermo, Italy; (E.T.); (A.S.); (F.R.); (J.B.); (G.C.); (C.G.); (A.P.); (M.B.)
| | - Federica Rizzo
- Sport and Exercise Sciences Research Unit, Department of Psychology, Educational Science and Human Movement, University of Palermo, Via Pascoli 6, 90144 Palermo, Italy; (E.T.); (A.S.); (F.R.); (J.B.); (G.C.); (C.G.); (A.P.); (M.B.)
| | - Jessica Brusa
- Sport and Exercise Sciences Research Unit, Department of Psychology, Educational Science and Human Movement, University of Palermo, Via Pascoli 6, 90144 Palermo, Italy; (E.T.); (A.S.); (F.R.); (J.B.); (G.C.); (C.G.); (A.P.); (M.B.)
| | - Giovanni Camarazza
- Sport and Exercise Sciences Research Unit, Department of Psychology, Educational Science and Human Movement, University of Palermo, Via Pascoli 6, 90144 Palermo, Italy; (E.T.); (A.S.); (F.R.); (J.B.); (G.C.); (C.G.); (A.P.); (M.B.)
- Regional School Office of Sicily (USR Sicilia), Via San Lorenzo Colli n° 312/g, 90146 Palermo, Italy
| | - Claudia Galassi
- Sport and Exercise Sciences Research Unit, Department of Psychology, Educational Science and Human Movement, University of Palermo, Via Pascoli 6, 90144 Palermo, Italy; (E.T.); (A.S.); (F.R.); (J.B.); (G.C.); (C.G.); (A.P.); (M.B.)
- Regional School Office of Sicily (USR Sicilia), Via San Lorenzo Colli n° 312/g, 90146 Palermo, Italy
| | - Antonio Palma
- Sport and Exercise Sciences Research Unit, Department of Psychology, Educational Science and Human Movement, University of Palermo, Via Pascoli 6, 90144 Palermo, Italy; (E.T.); (A.S.); (F.R.); (J.B.); (G.C.); (C.G.); (A.P.); (M.B.)
| | - Marianna Bellafiore
- Sport and Exercise Sciences Research Unit, Department of Psychology, Educational Science and Human Movement, University of Palermo, Via Pascoli 6, 90144 Palermo, Italy; (E.T.); (A.S.); (F.R.); (J.B.); (G.C.); (C.G.); (A.P.); (M.B.)
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The feasibility and acceptability of a classroom-based physical activity program for children attending specialist schools: a mixed-methods pilot study. BMC Public Health 2022; 22:40. [PMID: 34991510 PMCID: PMC8740057 DOI: 10.1186/s12889-021-11990-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2021] [Accepted: 10/07/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Children with disabilities often engage in less than the recommended amount of daily physical activity (PA). Classroom-based PA breaks are a favourable method of promoting PA for children. However, evaluations of these programs in specialist schools are scarce, with even less research into their feasibility and acceptability. This may hinder effective implementation and program scalability. This pilot study investigated the feasibility and acceptability of implementing a classroom-based PA break program in Australian specialist school classrooms, using the Australian Joy of Moving (AJoM) program. METHODS Forty primary/junior classes and their teachers across five specialist schools implemented the AJoM program for eight weeks as the intervention group within a pilot cluster randomised controlled trial. A mixed-methods design investigated classroom teachers' (N = 22; 6 males, 16 females) perspectives of the feasibility and acceptability of the program after implementation through semi-structured telephone interviews (n = 7 teachers), qualitative survey responses (n = 18 teachers) and quantitative survey items (n = 19 teachers). Qualitative data were analysed using predominantly deductive thematic analysis. Quantitative data were analysed using descriptive statistics. RESULTS Classroom-based PA breaks may be feasible for getting children with disabilities more active at school. However, considerable variation exists in teachers' perception of the AJoM experience. While several teachers indicate that the program content could be pertinent for their class, common divergences in perceptions of feasibility and acceptability appear to relate to the age and developmental level or needs of the students in the class. CONCLUSIONS This study provides preliminary evidence for the feasibility and acceptability of implementing classroom-based PA breaks in specialist schools. However, results demonstrate the importance of (1) allowing a high level of flexibility in the design and implementation of programs to meet the varying needs of class groups and (2) providing a large variety of resources to cater to the heterogeneity of the children. TRIAL REGISTRATION This trial was prospectively registered with the Australian New Zealand Clinical Trials Registry ( ACTRN12619000193178 ) on 11 February 2019.
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Petrigna L, Thomas E, Brusa J, Rizzo F, Scardina A, Galassi C, Lo Verde D, Caramazza G, Bellafiore M. Does Learning Through Movement Improve Academic Performance in Primary Schoolchildren? A Systematic Review. Front Pediatr 2022; 10:841582. [PMID: 35345611 PMCID: PMC8957225 DOI: 10.3389/fped.2022.841582] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/22/2021] [Accepted: 01/17/2022] [Indexed: 12/11/2022] Open
Abstract
Physically active children have greater motor competence and a faster maturation compared with their sedentary peers. Recent research also suggests that physical activity during childhood may also promote cognitive development and therefore improve academic performance. The aim of this study was to understand if physically active academic lessons may improve academic achievement in primary schoolchildren. A systematic review following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines was conducted. The search was performed on the following database: PubMed, Web of Science, Scopus, Education Resources Information Center (ERIC), and PsycINFO (APA). Studies evaluating schoolchildren aged between 3 and 11 years taking part in educational contexts that include physical activity and natural environments evaluating physical fitness and/or educational outcomes were included. A total of 54 studies (for a total sample of 29,460 schoolchildren) were considered eligible and included in the qualitative synthesis. The Effective Public Health Practice Project risk-of-bias assessment revealed a moderate quality of the included studies with only two considered weeks. Despite differences in the retrieved protocols, physically active academic lessons improve the total time engaged in physical activity, motor skills, and/or academic performance. The results of this review suggest that learning through movement is an effective, low-cost, and enjoyable strategy for elementary schoolchildren.
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Affiliation(s)
- Luca Petrigna
- Sport and Exercise Sciences Research Unit, Department of Psychology, Educational Science and Human Movement, University of Palermo, Palermo, Italy
| | - Ewan Thomas
- Sport and Exercise Sciences Research Unit, Department of Psychology, Educational Science and Human Movement, University of Palermo, Palermo, Italy
| | - Jessica Brusa
- Sport and Exercise Sciences Research Unit, Department of Psychology, Educational Science and Human Movement, University of Palermo, Palermo, Italy
| | - Federica Rizzo
- Sport and Exercise Sciences Research Unit, Department of Psychology, Educational Science and Human Movement, University of Palermo, Palermo, Italy
| | - Antonino Scardina
- Sport and Exercise Sciences Research Unit, Department of Psychology, Educational Science and Human Movement, University of Palermo, Palermo, Italy
| | - Claudia Galassi
- Sport and Exercise Sciences Research Unit, Department of Psychology, Educational Science and Human Movement, University of Palermo, Palermo, Italy.,Regional School Office of Sicily (USR Sicilia), Palermo, Italy
| | | | - Giovanni Caramazza
- Sport and Exercise Sciences Research Unit, Department of Psychology, Educational Science and Human Movement, University of Palermo, Palermo, Italy.,Regional School Office of Sicily (USR Sicilia), Palermo, Italy
| | - Marianna Bellafiore
- Sport and Exercise Sciences Research Unit, Department of Psychology, Educational Science and Human Movement, University of Palermo, Palermo, Italy
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Bryce CJC. School Based Motor Skill Interventions for Developmentally Delayed and Non-Delayed Children. Glob Pediatr Health 2021; 8:2333794X211057707. [PMID: 34841010 PMCID: PMC8613880 DOI: 10.1177/2333794x211057707] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2021] [Accepted: 10/12/2021] [Indexed: 12/03/2022] Open
Abstract
Introduction: A mere 33% of all children meet the recommended minimum physical activity guidelines for adequate health maintenance. Available literature however suggests children are more likely to be active when they are competent with their own motor ability. This review aimed to evaluate how several regimented motor skills training courses and interventions improve motor skill competence among children compared with age matched control peers. Method: Electronic databases were searched and included Medline Complete and Psych INFO (both hosted by EBSCO Host). The search syntax examined titles and abstracts. The study aimed to create novelty by examining participants with and without developmental delays simultaneously from studies around the globe. Included interventions were aimed at the most crucial developmental years for children (between 3 and 11 years). Results: Results were found in favor of the motor skill intervention groups (from pre-to post-test). Included interventions involved weekly motor skills exposure of 60 to 120 minutes for periods of between 2 and 6 months. Over 50% of included interventions involved alterations to current school curriculums. The included studies were of moderate to high quality. Conclusion: The findings suggest that for those with and without developmental delays, several interventions can be effectively applied in once weekly 60-minute sessions (over eight or more weeks) to improve children’s motor skill abilities. Applying appropriate difficulty to interventions seems equally influential. Implications are discussed.
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Affiliation(s)
- Colby J C Bryce
- School of Psychology, Faculty of Health, Deakin University, Geelong, VIC, Australia
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Chen W, Wang X, Gu X, Chen J. The Impacts of Coordinated-Bilateral Ball Skills Intervention on Attention and Concentration, and Cardiorespiratory Fitness among Fourth-Grade Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph182111634. [PMID: 34770147 PMCID: PMC8583106 DOI: 10.3390/ijerph182111634] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/17/2021] [Revised: 10/31/2021] [Accepted: 11/01/2021] [Indexed: 12/05/2022]
Abstract
Background: Both cognitive function and cardiorespiratory fitness are significant correlates of physical and mental health. The exploration of innovative school-based PA intervention strategies to improve cognitive function and cardiorespiratory fitness is of great interest for researchers and school educators. This study aimed at examining the effectiveness of the coordinated-bilateral ball skills (CBBS) intervention in improving cognitive function and cardiorespiratory fitness among 4th-grade students. Methods: This study used a two-arm, quasi-experimental research design. The students (n = 347) in the intervention group received 16-weeks of CBBS intervention lessons in basketball and soccer. The students (n = 348) in the comparison group received 16-weeks of regular basketball and soccer lessons. All participants were pre- and post-tested with the d2 Test of Attention and the Progressive Aerobic Cardiovascular Endurance Run (PACER) test before and after the 16-week CBBS intervention. The data were analyzed by means of descriptive statistics and linear mixed models. Results: The linear mixed models yielded a marginal significant interaction effect of time with the group in their concentration (F(1, 680.130) = 3.272, p = 0.071) and a significant interaction effect of time with the group in their attention span (F(1, 785.108) = 4.836, p = 0.028) while controlling for age and the baseline concentration score. The linear mixed model also revealed a significant main effect of time in focused attention (F(1670.605) = 550.096, p = 0.000), attention accuracy (F(1, 663.124) = 61.542, p = 0.000), and cardiorespiratory fitness (F(1, 680.336) = 28.145, p = 0.000), but no significant interaction effect. Conclusions: The CBBS group demonstrated a significant improvement in concentration performance and attention span over time, compared to the comparison group. Both groups improved their focused attention and attention accuracy as well as cardiorespiratory fitness over time. This study suggests that teaching ball skills in team sports for extended periods is instrumental to developing cognitive functions and cardiorespiratory fitness, though the CBBS lessons resulted in greater improvement in concentration performance and attention span.
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Affiliation(s)
- Weiyun Chen
- School of Kinesiology, University of Michigan, Ann Arbor, MI 48109, USA
- Correspondence:
| | - Xiaozan Wang
- School of Physical Education and Health, East China Normal University, Shanghai 200241, China; (X.W.); (J.C.)
| | - Xiangli Gu
- Department of Kinesiology, University of Texas at Arlington, Arlington, TX 76109, USA;
| | - Jun Chen
- School of Physical Education and Health, East China Normal University, Shanghai 200241, China; (X.W.); (J.C.)
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Condello G, Mazzoli E, Masci I, De Fano A, Ben-Soussan TD, Marchetti R, Pesce C. Fostering Holistic Development with a Designed Multisport Intervention in Physical Education: A Class-Randomized Cross-Over Trial. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18189871. [PMID: 34574794 PMCID: PMC8467800 DOI: 10.3390/ijerph18189871] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/27/2021] [Revised: 09/09/2021] [Accepted: 09/14/2021] [Indexed: 12/12/2022]
Abstract
Physical education (PE) is acknowledged as a relevant context for holistic child and youth development promotion. However, interventional research mostly builds on individual theories focused on specific outcome domains. This study presents a multisport enriched PE intervention that capitalizes on the intersection of different theory-based approaches to motor, cognitive and socio-emotional skills development promotion. With a cross-over design, 181 fifth graders, coming from a past class-randomized trial of enriched or traditional PE in their 1st–3rd grade, were stratified (based on their previous PE experience) and class-randomized to multisport enriched PE or control group. They completed pre-post assessments in motor and sport skills, cool (inhibition, working memory) and hot (decision making) executive functions, prosocial (empathy, cooperation) and antisocial (quick-temperedness, disruptiveness) behaviors. Children in the enriched PE group showed advantages in motor and prosocial skills after the intervention, which were linked by a mediation path, and an interactive effect of past and actual PE experience on decision making but no differential effects on other variables. The results suggest that a PE intervention designed with an integrative theory base, although not allowing disentangling the contribution of individual components to its efficacy, may help pursue benefits in motor and non-motor domains relevant to whole-child development.
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Affiliation(s)
- Giancarlo Condello
- Department of Medicine and Surgery, University of Parma, 43126 Parma, Italy;
| | - Emiliano Mazzoli
- Institute for Physical Activity and Nutrition, School of Exercise and Nutrition Sciences, Faculty of Health, Deakin University, Geelong 3125, Australia;
| | - Ilaria Masci
- Department of Movement, Human and Health Sciences, University of Rome “Foro Italico”, 00135 Rome, Italy;
| | - Antonio De Fano
- Behavioral Imaging and Neural Dynamics Center, Università degli Studi G. d’Annunzio Chieti e Pescara, 66100 Chieti, Italy;
| | - Tal Dotan Ben-Soussan
- Cognitive Neurophysiology Laboratory, Research Institute for Neuroscience, Education, and Didactics, Patrizio Paoletti Foundation, 06081 Assisi, Italy;
- The Leslie and Susan Gonda (Goldschmied) Multidisciplinary Brain Research Center, Bar-Illan University, Ramat Gan 5290002, Israel
| | | | - Caterina Pesce
- Department of Movement, Human and Health Sciences, University of Rome “Foro Italico”, 00135 Rome, Italy;
- Correspondence: ; Tel.: +39-063-6733-3366
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Ma J, Lander N, Eyre ELJ, Barnett LM, Essiet IA, Duncan MJ. It's Not Just What You Do but the Way You Do It: A Systematic Review of Process Evaluation of Interventions to Improve Gross Motor Competence. Sports Med 2021; 51:2547-2569. [PMID: 34339044 DOI: 10.1007/s40279-021-01519-5] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/05/2021] [Indexed: 12/14/2022]
Abstract
BACKGROUND Motor competence is an important predictor of health behaviours. However, levels of motor competence are low in children and adolescents. Many interventions have improved motor competence, yet intervention effects were highly variable. Potential causes of such variations are not fully understood. Process evaluation can assist with the understanding of why an intervention worked or not, but its application and reporting in motor competence interventions has received little attention. OBJECTIVES The primary aim of this review was to investigate whether process evaluations have been reported in interventions to improve motor competence and, if reported, which process evaluation measures have been used. A secondary aim was to explore the association of intervention characteristics and process evaluation findings (outcomes of process evaluation measures) with intervention outcomes, in a search for what process evaluation measures may impact on intervention functioning and outcomes. METHODS The process of conducting and reporting this review adhered to Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The review protocol was registered with PROSPERO (CRD42019124412). A systematic search of seven electronic databases (i.e. MEDLINE [via EBSCOhost], Cochrane Central Register of Controlled Trials [CENTRAL], CINAHL, Academic Search Complete, Education Database, SPORTDiscus and Scopus) was conducted with no date restrictions. Eligibility criteria included the following: (1) a study sample of typically developing children and adolescents aged 5-18 years, (2) an intervention aimed to improve motor competence, (3) an intervention included a control group, (4) a report of motor competence outcome at both pre- and post-intervention. Only original articles published in English in peer-reviewed journals were considered. Process evaluation measures and findings were extracted using the UK Medical Research Council's process evaluation framework in order to provide overarching descriptions on the implementation, mechanism of change and context of interventions. Univariable meta-regressions were performed to ascertain whether selected study-level covariates moderated the improvement in motor competence outcomes in interventions. RESULTS The search identified 60 intervention studies. Only 30 studies (50%) reported process evaluation measures. No studies reported (or employed) theoretical frameworks to guide process evaluation. Process evaluation measures relating to implementation were most commonly reported, with the most prevalent aspect being fidelity. This was followed by reporting on measures relating to mechanism of change and context of the intervention. Meta-analysis results suggested intervention duration, dose, inclusion of process evaluation aim, provision of lesson plans, sample size and sex as potential moderators. CONCLUSIONS Reporting of process evaluation measures may help build our understanding of the optimal characteristics of motor competence interventions. However, process evaluation is under-used and/or under-reported. This review serves as a call for more process evaluations and better reporting in motor competence interventions.
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Affiliation(s)
- Jiani Ma
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK. .,School of Health and Social Development, Deakin University, Geelong, VIC, Australia.
| | - Natalie Lander
- School of Arts and Education, Deakin University, Geelong, VIC, Australia
| | - Emma L J Eyre
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK
| | - Lisa M Barnett
- School of Health and Social Development, Deakin University, Geelong, VIC, Australia.,Institute of Physical Activity and Nutrition, School of Health and Social Development, Deakin University, Geelong, VIC, Australia
| | - Inimfon A Essiet
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK.,School of Health and Social Development, Deakin University, Geelong, VIC, Australia
| | - Michael J Duncan
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK
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Neuroinflammation in autism spectrum disorders: Exercise as a "pharmacological" tool. Neurosci Biobehav Rev 2021; 129:63-74. [PMID: 34310976 DOI: 10.1016/j.neubiorev.2021.07.023] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2021] [Revised: 03/26/2021] [Accepted: 07/21/2021] [Indexed: 02/06/2023]
Abstract
The worldwide prevalence of ASD is around 1%. Although the pathogenesis of ASD is not entirely understood, it is recognized that a combination of genetic, epigenetics, environmental factors and immune system dysfunction can play an essential role in its development. It has been suggested that autism results from the central nervous system derangements due to low-grade chronic inflammatory reactions associated with the immune system activation. ASD individuals have increased microglial activation, density, and increased proinflammatory cytokines in the several brain regions. Autism has no available pharmacological treatments, however there are pedagogical and psychotherapeutic therapies, and pharmacological treatment, that help to control behavioral symptoms. Recent data indicate that exercise intervention programs may improve cognitive and behavioral symptoms in children with ASD. Exercise can also modify inflammatory profiles that will ameliorate associated metabolic disorders. This review highlights the involvement of neuroinflammation in ASD and the beneficial effects of physical exercise on managing ASD symptoms and associated comorbidities.
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Capio CM, Lee K, Jones RA, Masters RSW. Examining the Antecedent Role of Movement Proficiency in Child Development: Study Protocol. Front Psychol 2021; 12:678874. [PMID: 34335392 PMCID: PMC8319238 DOI: 10.3389/fpsyg.2021.678874] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/10/2021] [Accepted: 06/14/2021] [Indexed: 11/28/2022] Open
Abstract
Background: Decades of research, largely from associational studies, show that the relationships of movement proficiency with the cognitive and social aspects of development are particularly strong in early childhood. Children who move proficiently tend to have better cognitive skills and social behaviors. However, the mechanisms that underpin these relationships remain unclear and research that explores causation is necessary. This study will explore the antecedent role of movement proficiency in the cognitive and social domains of child development, by examining whether a targeted movement skills training program facilitates improvements in cognitive and social skills. Methods: A group-randomized controlled trial will be conducted, implementing a fundamental movement skills training program in Hong Kong kindergartens. Participants will consist of children aged 3–5 years (N = 158) who will be randomly allocated by class to either a training or active control condition. The training program (10 weeks × 2 bouts) will be informed by an error-reduced approach to skills learning, which will involve careful design and manipulation of equipment and training environment to minimize practice errors. The active control condition will consist of typical movement activities implemented in the kindergartens in the context of the local curriculum guide. Outcomes will be measured using standardized tests of gross motor skills proficiency, executive functioning, and social skills. Measurements will occur at baseline, mid-training, post-training, and follow-up. Latent variable longitudinal modeling will be used to analyze changes in the outcomes, with covariates that include sex, body composition, fine motor skills, and physical activity. Expected Results: The findings will subsequently be reported consistent with the Consolidated Standards of Reporting Trials (CONSORT) statement. Contributions to knowledge and understanding of child development are expected, through evidence of causal mechanisms surrounding the relationship of motor with cognitive and social development. The findings will also inform policy and practice related to early childhood development and education.
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Affiliation(s)
- Catherine M Capio
- Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong, China.,Health Science Department, Ateneo de Manila University, Quezon City, Philippines
| | - Kerry Lee
- Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong, China
| | - Rachel A Jones
- School of Education, Early Start, University of Wollongong, Wollongong, NSW, Australia
| | - Rich S W Masters
- Te Huataki Waiora School of Health, University of Waikato, Hamilton, New Zealand
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García-Hermoso A, Ramírez-Vélez R, Lubans DR, Izquierdo M. Effects of physical education interventions on cognition and academic performance outcomes in children and adolescents: a systematic review and meta-analysis. Br J Sports Med 2021; 55:1224-1232. [PMID: 34187782 DOI: 10.1136/bjsports-2021-104112] [Citation(s) in RCA: 35] [Impact Index Per Article: 11.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/08/2021] [Indexed: 01/22/2023]
Abstract
OBJECTIVE To determine the effects of interventions aimed at optimising the quantity and quality of physical education (PE) on cognition and academic performance in children and adolescents. DESIGN A systematic review and meta-analysis. DATA SOURCES Studies from electronic databases from inception to 3 January 2021 were identified. ELIGIBILITY CRITERIA FOR SELECTING STUDIES Experimental studies that assessed the effect of quantity-based (ie, increasing the amount of curriculum time allocated to PE) or quality-based (ie, increasing students' participation in physical activity during PE) PE interventions, or both, on changes in cognition and/or academic performance in youth (aged 5-18 years) were included. RESULTS 19 trials comprising 8676 youth (46.5% girls) were included. Individual quality-based PE interventions increased cognition performance (Hedges' g=0.38, 95% CI 0.15 to 0.60; I 2=83.70%), mainly in primary education settings (g=0.48, 95% CI 0.07 to 0.89; I 2=90.43%). Academic performance, principally mathematics-related skills, was also increased by quality-based PE interventions (g=0.15, 95% CI 0.06 to 0.24; I 2=41.75%). Among these interventions, teaching strategies favoured similar results, but without heterogeneity in the results (g=0.12, 95% CI 0.05 to 0.18; I 2=0%). In contrast, quantity-based PE interventions had a very small and non-significant effect on academic performance (g=0.09, 95% CI -0.05 to 0.24; Q=11.65; I 2=48.48%). Finally, there were no differences between the three PE interventions (ie, quantity, quality, and combined PE interventions) in regard to academic performance. CONCLUSION Improving the quality of PE classes may improve students' cognition and academic performance in children and adolescents. Importantly, allocating more time for PE does not seem to compromise this performance.
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Affiliation(s)
- Antonio García-Hermoso
- Navarrabiomed, Complejo Hospitalario de Navarra (CHN), Universidad Pública de Navarra (UPNA), IdiSNA, Pamplona, Navarra, Spain .,Escuela de Ciencias de la Actividad Física, el Deporte y la Salud, Universidad de Santiago de Chile (USACH), Santiago, Chile
| | - Robinson Ramírez-Vélez
- Navarrabiomed, Complejo Hospitalario de Navarra (CHN), Universidad Pública de Navarra (UPNA), IdiSNA, Pamplona, Navarra, Spain
| | - David Revalds Lubans
- Priority Research Centre for Physical Activity and Nutrition, School of Education, University of Newcastle, Newcastle, New South Wales, Australia
| | - Mikel Izquierdo
- Navarrabiomed, Complejo Hospitalario de Navarra (CHN), Universidad Pública de Navarra (UPNA), IdiSNA, Pamplona, Navarra, Spain
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Abgottspon S, Steiner L, Slavova N, Steinlin M, Grunt S, Everts R. Relationship between motor abilities and executive functions in patients after pediatric stroke. APPLIED NEUROPSYCHOLOGY-CHILD 2021; 11:618-628. [PMID: 34043930 DOI: 10.1080/21622965.2021.1919111] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Indexed: 01/23/2023]
Abstract
Patients after pediatric stroke typically experience varying extent of motor and cognitive impairments. During rehabilitation, these impairments are often treated as separate entities. While there is a notion claiming that motor and cognitive functions are interrelated to some degree in healthy children, a minimal amount of evidence exists regarding this issue in patients after pediatric stroke. The purpose of this study was to investigate the association between motor abilities and executive functions in patients after pediatric arterial ischemic stroke. Twenty-seven patients (6 - 23 years) diagnosed with pediatric arterial ischemic stroke in the chronic phase (≥ 2 years after diagnosis, diagnosed < 16 years) and 49 healthy controls (6 - 26 years) were included in this study. Participants completed six tasks from standardized neuropsychological tests assessing the dimensions of executive functions, namely working memory, inhibition, and shifting. Additionally, we assessed hand strength and upper limb performance with two tasks each. In the patient group, the association between upper limb performance and executive functions was stronger than between hand strength and executive functions. Our results point toward the idea of a close interrelation between upper limb performance and executive functions. Training more complex and cognitively engaging motor abilities involving upper limb performance rather than basic motor abilities such as hand strength during a rehabilitation program may have the power to foster executive function development and vice versa in patients after stroke.
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Affiliation(s)
- Stephanie Abgottspon
- Division of Neuropaediatrics, Development and Rehabilitation, Department of Pediatrics, Inselspital, Bern University Hospital, University of Bern, Switzerland.,Department of Diabetes, Endocrinology, Nutritional Medicine and Metabolism, Inselspital, Bern University Hospital and University of Bern, Bern, Switzerland
| | - Leonie Steiner
- Division of Neuropaediatrics, Development and Rehabilitation, Department of Pediatrics, Inselspital, Bern University Hospital, University of Bern, Switzerland
| | - Nedelina Slavova
- Institute of Diagnostic and Interventional Neuroradiology, Inselspital, Bern University Hospital and University of Bern, Bern, Switzerland
| | - Maja Steinlin
- Division of Neuropaediatrics, Development and Rehabilitation, Department of Pediatrics, Inselspital, Bern University Hospital, University of Bern, Switzerland
| | - Sebastian Grunt
- Division of Neuropaediatrics, Development and Rehabilitation, Department of Pediatrics, Inselspital, Bern University Hospital, University of Bern, Switzerland
| | - Regula Everts
- Division of Neuropaediatrics, Development and Rehabilitation, Department of Pediatrics, Inselspital, Bern University Hospital, University of Bern, Switzerland.,Department of Diabetes, Endocrinology, Nutritional Medicine and Metabolism, Inselspital, Bern University Hospital and University of Bern, Bern, Switzerland
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40
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Nielsen-Rodríguez A, Romance R, Dobado-Castañeda JC. Teaching Methodologies and School Organization in Early Childhood Education and Its Association with Physical Activity. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:3836. [PMID: 33917555 PMCID: PMC8038848 DOI: 10.3390/ijerph18073836] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 03/16/2021] [Revised: 04/03/2021] [Accepted: 04/04/2021] [Indexed: 12/04/2022]
Abstract
Early childhood represents a crucial period for child development. Physical activity is essential in this process, but studies show that children are very inactive and do not meet the recommended minimums. Due to the large proportion of time they spend at school, it is necessary to examine active and sedentary behaviors in these environments. The aim of the study is to analyze the amount and intensity of physical activity in preschool children during the school day according to the methodology used. Using accelerometry, the amount and intensity of physical activity and sedentary behavior of 156 children aged 4-6 years at different times of the school day were evaluated. The results revealed that preschoolers spend most of their class time sedentary, with children participating in active methodologies registering the highest amount and intensity of physical activity. Recess and specific motor sessions are the most active times, although the latter should increase the time of intense activity that they imply. To increase physical activity during the school day, it is necessary to establish movement integration methodologies, while increasing the number and adjusting the duration of specific motor sessions and of recesses, so that the maximum possible use is made of them.
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Affiliation(s)
| | - Ramón Romance
- Human Kinetics and Body Composition Laboratory, Department of Didactics of Languages, Arts and Sports, Faculty of Educational Sciences, Universidad de Málaga, Campus de Teatinos s/n, 29010 Málaga, Spain; (A.N.-R.); (J.C.D.-C.)
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Wienecke J, Hauge J, Nielsen G, Mouritzen K, Damsgaard L. Six Weeks of Basketball Combined With Mathematics in Physical Education Classes Can Improve Children's Motivation for Mathematics. Front Psychol 2021; 12:636578. [PMID: 33841270 PMCID: PMC8034423 DOI: 10.3389/fpsyg.2021.636578] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2020] [Accepted: 02/22/2021] [Indexed: 11/13/2022] Open
Abstract
This study investigated whether 6 weeks of basketball combined with mathematics once a week in physical education lessons could improve children's motivation for mathematics. Seven hundred fifty-seven children (mean age = 10.4 years, age range: 7–12 years) were randomly selected to have either basketball combined with mathematics once a week (BM) or to have basketball sessions without mathematics (CON). Children in BM and CON motivation for classroom-based mathematics were measured using the Academic Self-Regulation Questionnaire (SRQ-A) before (T0) and after the intervention (T1). Among the BM, levels of intrinsic motivation, feelings of competence, and autonomy were measured using the Post-Experimental Intrinsic Motivation Inventory (IMI) questionnaire acutely after a basketball session combined with mathematics and immediately after a session of classroom-based mathematics. BM had significantly higher acute levels of perceived autonomy (+14.24%, p < 0.0001), competencies (+6.33%, p < 0.0001), and intrinsic motivation (+16.09%, p < 0.0001) during basketball sessions combined with mathematics compared to when having classroom-based mathematics. A significant decrease in the mean for intrinsic motivation was observed from T0 to T1 for CON (−9.38%, p < 0.001), but not for BM (−0.39%, p = 0.98). BM had a more positive development in intrinsic motivation compared to CON from T0 to T1 (p = 0.006), meaning that BM had a positive influence on children's intrinsic motivation for classroom-based mathematics. This study indicates that basketball combined with mathematics is an intrinsically motivating way to practice mathematics, which also has a positive influence on children's general intrinsic motivation for mathematics in the classroom.
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Affiliation(s)
- Jacob Wienecke
- Department of Nutrition, Exercise and Sports, University of Copenhagen, Copenhagen, Denmark
| | - Jesper Hauge
- Department of Nutrition, Exercise and Sports, University of Copenhagen, Copenhagen, Denmark
| | - Glen Nielsen
- Department of Nutrition, Exercise and Sports, University of Copenhagen, Copenhagen, Denmark
| | - Kristian Mouritzen
- Department of Nutrition, Exercise and Sports, University of Copenhagen, Copenhagen, Denmark
| | - Linn Damsgaard
- Department of Nutrition, Exercise and Sports, University of Copenhagen, Copenhagen, Denmark
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Effects of physical activity interventions on cognitive performance of overweight or obese children and adolescents: a systematic review and meta-analysis. Pediatr Res 2021; 89:46-53. [PMID: 32388536 DOI: 10.1038/s41390-020-0941-3] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/05/2019] [Revised: 02/15/2020] [Accepted: 03/15/2020] [Indexed: 12/19/2022]
Abstract
BACKGROUND Physical activity (PA) and obesity were linked with poor cognition. Our study assessed PA interventions could improve domain-specific cognition among overweight/obese youth. METHODS Systematically searched PubMed to identify relevant studies published up to October 2019. Standardized mean differences (SMD) of pre-post intervention were calculated in meta-analysis. The level of study heterogeneity represented by I2 was interpreted as small (I2 ≤ 25%), moderate (25% < I2 ≤ 50%), substantial (50% < I2 ≤ 75%), or considerable (I2 > 75%). RESULTS Seventeen studies met the inclusion criteria; eight were included in the meta-analysis. Meta-analysis revealed that PA interventions improved core executive functions (core-EFs) (SMD = 0.301; 95% CI = 0.002-0.600; I2% = 80.6%) and non-EFs (SMD = 0.159; 95% CI = 0.029-0.289; I2% = 0.0%), but not metacognition and academic performance. Core-EFs benefited from enriched PA (SMD = 0.535; 95% CI = 0.020-1.051; I2% = 72.0%) and enhanced and enriched PA (SMD = 1.005; 95% CI = 0.017-1.993; I2% = 90.8%) interventions, while the non-EFs benefited more from enhanced PA (SMD = 0.166; 95% CI = 0.018-0.314; I2% = 0.0%). Interventions with a favorable effect on adiposity measures resulted in a significantly greater improvement in core-EFs (SMD = 0.438; 95% CI = 0.047-0.829; I2% = 58.8%) than those with no effects. CONCLUSIONS PA interventions can improve several domains of cognition, especially core-EFs and non-EFs, and the effects are affected by PA characteristics among overweight and obese youth. IMPACT Our study is the first to quantify the effect of PA interventions on CP among overweight or obese children and adolescents. Physical activity interventions positively affect cognitive performance, especially core executive functions (core-EFs) and non-EFs. Physical activity interventions seem to not positively affect metacognition (higher-level EFs and cognitive life skills) and academic performance. Physical task characteristics could influence the effect of chronic exercise on cognitive performance. Short-term physical activity programs may be particularly beneficial to affect core-EFs.
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Santos S, Monteiro D. Uncovering the Role of Motor Performance and Creative Thinking on Sports Creativity in Primary School-aged Children. CREATIVITY RESEARCH JOURNAL 2020. [DOI: 10.1080/10400419.2020.1843125] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- Sara Santos
- University Institute of Maia (ISMAI) and University of Trás-os-Montes and Alto Douro (UTAD), Vila Real, Portugal
| | - Diogo Monteiro
- ESECS, Polytechnique of Leiria, Leiria, Portugal
- Research Center in Sports Sciences, Health Sciences and Human Development (CIDESD)
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Schmidt M, Mavilidi MF, Singh A, Englert C. Combining physical and cognitive training to improve kindergarten children’s executive functions: A cluster randomized controlled trial. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2020. [DOI: 10.1016/j.cedpsych.2020.101908] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
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Pesce C, Lakes KD, Stodden DF, Marchetti R. Fostering Self-Control Development With a Designed Intervention in Physical Education: A Two-Year Class-Randomized Trial. Child Dev 2020; 92:937-958. [PMID: 32840871 DOI: 10.1111/cdev.13445] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
This study evaluated whether a theory-based intervention in physical education (PE) designed to train self-control may positively impact children's quick-temperedness and disruptiveness and whether changes in executive functions (EFs) may be a correlate or antecedent of such effects. One hundred and sixteen children aged 8-9 years participated in a 2-year intervention and completed three assessments at baseline, 6- and 18-month follow-ups in quick-temperedness and disruptiveness, hot and cool EFs. After the intervention, children in the intervention group showed lower quick-temperedness and disruptiveness and improvement in hot EF. Changes over the intervention period were moderately associated and showed marginal evidence of causal ordering, suggesting that designed PE may benefit self-control through a possible linkage to hot EF improvement.
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Motor Development Research: II. The First Two Decades of the 21st Century Shaping Our Future. JOURNAL OF MOTOR LEARNING AND DEVELOPMENT 2020. [DOI: 10.1123/jmld.2020-0007] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
In Part I of this series I, we looked back at the 20th century and re-examined the history of Motor Development research described in Clark & Whitall’s 1989 paper “What is Motor Development? The Lessons of History”. We now move to the 21st century, where the trajectories of developmental research have evolved in focus, branched in scope, and diverged into three new areas. These have progressed to be independent research areas, co-existing in time. We posit that the research focus on Dynamical Systems at the end of the 20th century has evolved into a Developmental Systems approach in the 21st century. Additionally, the focus on brain imaging and the neural basis of movement have resulted in a new approach, which we entitled Developmental Motor Neuroscience. Finally, as the world-wide obesity epidemic identified in the 1990s threatened to become a public health crisis, researchers in the field responded by examining the role of motor development in physical activity and health-related outcomes; we refer to this research area as the Developmental Health approach. The glue that holds these research areas together is their focus on movement behavior as it changes across the lifespan.
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Damsgaard L, Elleby SR, Gejl AK, Malling ASB, Bugge A, Lundbye-Jensen J, Poulsen M, Nielsen G, Wienecke J. Motor-Enriched Encoding Can Improve Children's Early Letter Recognition. Front Psychol 2020; 11:1207. [PMID: 32676043 PMCID: PMC7333458 DOI: 10.3389/fpsyg.2020.01207] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2019] [Accepted: 05/11/2020] [Indexed: 11/13/2022] Open
Abstract
It is not known how effective specific types of motor-enriched activities are at improving academic learning and early reading skills in children. The aim of this study was to investigate whether fine or gross motor enrichment during a single session of recognizing letters “b”/“d” can improve within-session performance or delayed retention the following day in comparison to letter recognition practice without movement. Furthermore, the aim was to investigate children’s motivation to perform the specific tasks. We used a randomized controlled intervention study-design to investigate the effect of 10-min motor-enriched “b”/“d” letter training on children’s ability to recognize the letters “b” and “d” (n = 127, mean age = 7.61 ± SD = 0.44 years) acutely, and in a delayed retention test. Three groups were included: a fine motor-enriched group (FME), a gross motor-enriched group (GME), that received 10 min of “b” and “d” training with enriched gestures (fine or gross motor movements, respectively), and a control group (CON), which received non motor-enriched “b”/“d” training. The children’s ability to recognize “b” and “d” were tested before (T0), immediately after (T1), and one day after the intervention (T2) using a “b”/“d” Recognition Test. Based on a generalized linear mixed model a significant group-time interaction was found for accuracy in the “b”/“d” Recognition Test. Specifically, FME improved their ability to recognize “b”/“d” at post intervention (T0→T1, p = 0.008) and one-day retention test (T0→T2, p < 0.001) more than CON. There was no significant difference in change between GME and CON. For reaction time there were no significant global interaction effects observed. However, planned post hoc comparisons revealed a significant difference between GME and CON immediately after the intervention (T0→T1, p = 0.03). The children’s motivation-score was higher for FME and GME compared to CON (FME-CON: p = 0.01; GME-CON: p = 0.01). The study demonstrated that fine motor-enriched training improved children’s letter recognition more than non motor activities. Both types of motor training were accompanied by higher intrinsic motivation for the children compared to the non motor training group. The study suggests a new method for motor-enriched letter learning and future research should investigate the underlying mechanisms.
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Affiliation(s)
- Linn Damsgaard
- Department of Nutrition, Exercise and Sports, University of Copenhagen, Copenhagen, Denmark
| | - Sofie Rejkjær Elleby
- Department of Nutrition, Exercise and Sports, University of Copenhagen, Copenhagen, Denmark
| | - Anne Kær Gejl
- Department of Nutrition, Exercise and Sports, University of Copenhagen, Copenhagen, Denmark
| | | | - Anna Bugge
- Department of Midwifery, Physiotherapy, Occupational Therapy and Psychomotor Therapy, University College Copenhagen, Copenhagen, Denmark
| | - Jesper Lundbye-Jensen
- Department of Nutrition, Exercise and Sports, University of Copenhagen, Copenhagen, Denmark
| | - Mads Poulsen
- Department of Nordic Studies and Linguistics, University of Copenhagen, Copenhagen, Denmark
| | - Glen Nielsen
- Department of Nutrition, Exercise and Sports, University of Copenhagen, Copenhagen, Denmark
| | - Jacob Wienecke
- Department of Nutrition, Exercise and Sports, University of Copenhagen, Copenhagen, Denmark
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Rudd JR, Crotti M, Fitton-Davies K, O’Callaghan L, Bardid F, Utesch T, Roberts S, Boddy LM, Cronin CJ, Knowles Z, Foulkes J, Watson PM, Pesce C, Button C, Lubans DR, Buszard T, Walsh B, Foweather L. Skill Acquisition Methods Fostering Physical Literacy in Early-Physical Education (SAMPLE-PE): Rationale and Study Protocol for a Cluster Randomized Controlled Trial in 5-6-Year-Old Children From Deprived Areas of North West England. Front Psychol 2020; 11:1228. [PMID: 32625143 PMCID: PMC7311787 DOI: 10.3389/fpsyg.2020.01228] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2019] [Accepted: 05/11/2020] [Indexed: 11/21/2022] Open
Abstract
BACKGROUND There is a need for interdisciplinary research to better understand how pedagogical approaches in primary physical education (PE) can support the linked development of physical, cognitive and affective aspects of physical literacy and physical activity behaviors in young children living in deprived areas. The Skill Acquisition Methods fostering Physical Literacy in Early-Physical Education (SAMPLE-PE) study aims to examine the efficacy of two different pedagogies for PE, underpinned by theories of motor learning, to foster physical literacy. METHODS SAMPLE-PE will be evaluated through a cluster-randomized controlled trial targeting 5-6 year old children from schools located in areas of high deprivation in Merseyside, North-West England. Schools will be randomly allocated to one of three conditions: Linear Pedagogy, Non-linear Pedagogy, or Control. Non-linear and Linear Pedagogy intervention primary schools will receive a PE curriculum delivered by trained coaches over 15 weeks, while control schools will follow their usual practice. Data will be collected at baseline (T0), immediately post-intervention (T1), and 6 months after the intervention has finished (T2). Children's movement competence is the primary outcome in this trial. Secondary outcomes include physical activity, perceived competence, motivation, executive functions, and self-regulation. An extensive process evaluation will also examine implementation factors such as intervention context, reach, dose, fidelity and acceptability. DISCUSSION The SAMPLE-PE project will enable better understanding surrounding how to operationalise physical literacy through enrichment of PE practices in early PE. The study will provide robust scientific evidence regarding the efficacy of underpinning PE pedagogy with theories of motor learning to promote the development of physical literacy. TRIAL REGISTRATION Retrospectively registered on 5th September 2018 at ClinicalTrials.gov, a resource provided by the U.S. National Library of Medicine (Identifier: NCT03551366).
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Affiliation(s)
- James R. Rudd
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
- Institute for Health and Sport, Footscray Park Campus, Victoria University, Melbourne, VIC, Australia
| | - Matteo Crotti
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
| | - Katie Fitton-Davies
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
| | - Laura O’Callaghan
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
| | - Farid Bardid
- School of Education, University of Strathclyde, Glasgow, United Kingdom
- Department of Movement and Sports Sciences, Ghent University, Ghent, Belgium
| | - Till Utesch
- Institute for Sport and Exercise Sciences, University of Münster, Münster, Germany
| | - Simon Roberts
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
| | - Lynne M. Boddy
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
| | - Colum J. Cronin
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
| | - Zoe Knowles
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
| | - Jonathan Foulkes
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
| | - Paula M. Watson
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
| | - Caterina Pesce
- Department of Movement, Human and Health Sciences, University of Rome “Foro Italico”, Rome, Italy
| | - Chris Button
- School of Physical Education, Sport and Exercise Sciences, University of Otago, Dunedin, New Zealand
| | - David Revalds Lubans
- Priority Research Centre in Physical Activity and Nutrition, School of Education, The University of Newcastle, Callaghan, NSW, Australia
| | - Tim Buszard
- Institute for Health and Sport, Footscray Park Campus, Victoria University, Melbourne, VIC, Australia
| | - Barbara Walsh
- School of Sport Leisure and Nutrition, Liverpool John Moores University, Liverpool, United Kingdom
| | - Lawrence Foweather
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
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García-Hermoso A, Alonso-Martínez AM, Ramírez-Vélez R, Pérez-Sousa MÁ, Ramírez-Campillo R, Izquierdo M. Association of Physical Education With Improvement of Health-Related Physical Fitness Outcomes and Fundamental Motor Skills Among Youths: A Systematic Review and Meta-analysis. JAMA Pediatr 2020; 174:e200223. [PMID: 32250414 PMCID: PMC7136862 DOI: 10.1001/jamapediatrics.2020.0223] [Citation(s) in RCA: 54] [Impact Index Per Article: 13.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
Abstract
IMPORTANCE Whether quality- or quantity-based physical education (PE) interventions are associated with improvement of health-related physical fitness outcomes and fundamental motor skills (FMSs) in children and adolescents is unknown. OBJECTIVE To examine the association of interventions aimed at optimizing PE in terms of quality (teaching strategies or fitness infusion) or quantity (lessons per week) with health-related physical fitness and FMSs in children and adolescents. DATA SOURCES For this systematic review and meta-analysis, studies were identified through a systematic search of Ovid MEDLINE, Embase, Cochrane Controlled Trials Registry, and SPORTDiscus databases (from inception to October 10, 2019) with the keywords physical education OR PE OR P.E. AND fitness AND motor ability OR skills. Manual examination of references in selected articles was also performed. STUDY SELECTION Studies that assessed the association of quality- or quantity-based PE interventions with improvement in physical fitness and/or FMSs in youths (aged 3-18 years) were included. DATA EXTRACTION AND SYNTHESIS Data were processed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guideline. Random-effects models were used to estimate the pooled effect size (Hedges g). MAIN OUTCOMES AND MEASURES Health-related physical fitness outcomes and FMSs. RESULTS Fifty-six trials composed of 48 185 youths (48% girls) were included in the meta-analysis. Quality-based PE interventions were associated with small increases in health-related physical fitness (cardiorespiratory fitness [Hedges g = 0.24; 95% CI, 0.16-0.32] and muscular strength [Hedges g = 0.19; 95% CI, 0.09-0.29]) and FMSs (Hedges g = 0.38; 95% CI, 0.27-0.49). Subgroup analyses found stronger associations for quality-based PE interventions on body mass index (Hedges g = -0.18; 95% CI, -0.26 to -0.09), body fat (Hedges g = -0.28; 95% CI, -0.37 to -0.18), cardiorespiratory fitness (Hedges g = 0.31; 95% CI, 0.23-0.39), and muscular strength (Hedges g = 0.29; 95% CI, 0.18-0.39). Quantity-based PE interventions were associated with small increases in only cardiorespiratory fitness (Hedges g = 0.42; 95% CI, 0.30-0.55), muscular strength (Hedges g = 0.20; 95% CI, 0.08-0.31), and speed agility (Hedges g = 0.29; 95% CI, 0.07-0.51). CONCLUSIONS AND RELEVANCE The findings suggest that quality-based PE interventions are associated with small increases in both student health-related physical fitness components and FMSs regardless of frequency or duration of PE lessons. Because PE aims to improve more than health, high levels of active learning time may need to be balanced with opportunities for instruction, feedback, and reflection.
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Affiliation(s)
- Antonio García-Hermoso
- Navarrabiomed, Complejo Hospitalario de Navarra, Universidad Pública de Navarra, Instituto de Investigación Sanitaria de Navarra, Pamplona, Spain,Laboratorio de Ciencias de la Actividad Física, el Deporte y la Salud, Universidad de Santiago de Chile, Santiago, Chile
| | - Alicia M. Alonso-Martínez
- Department of Health Sciences, Public University of Navarra, CIBER of Frailty and Healthy Aging, Instituto de Salud Carlos III, Pamplona, Navarra, Spain
| | - Robinson Ramírez-Vélez
- Navarrabiomed, Complejo Hospitalario de Navarra, Universidad Pública de Navarra, Instituto de Investigación Sanitaria de Navarra, Pamplona, Spain,Department of Health Sciences, Public University of Navarra, CIBER of Frailty and Healthy Aging, Instituto de Salud Carlos III, Pamplona, Navarra, Spain
| | | | - Rodrigo Ramírez-Campillo
- Laboratory of Human Performance, Quality of Life and Wellness Research Group, Department of Physical Activity Sciences, Universidad de Los Lagos, Osorno, Chile
| | - Mikel Izquierdo
- Navarrabiomed, Complejo Hospitalario de Navarra, Universidad Pública de Navarra, Instituto de Investigación Sanitaria de Navarra, Pamplona, Spain,Department of Health Sciences, Public University of Navarra, CIBER of Frailty and Healthy Aging, Instituto de Salud Carlos III, Pamplona, Navarra, Spain
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50
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Giuriato M, Lovecchio N, Fugiel J, Lopez Sanchez GF, Pihu M, Emeljanovas A. Enjoyment and self-reported physical competence according to Body Mass Index: international study in European primary school children. J Sports Med Phys Fitness 2020; 60:1049-1055. [DOI: 10.23736/s0022-4707.20.10550-4] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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