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Good motor skills may enhance reading skills in obese children
March 20, 2018
University of Eastern Finland
Summary:
Excess body weight has been linked to poor academic performance in children in several previous studies. A new study now shows that a high body fat percentage is associated with poor reading skills in 6- to 8-year-old boys. However, these associations are largely explained by poor motor skills.
The effectiveness of a fundamental motor skill intervention in pre-schoolers with motor problems depends on gender but not environmental context
Farid Bardid a,1,*, Frederik J.A. Deconinck a,b,1, Sofie Descamps a, Liesbeth Verhoeven c, Greet De Pooter c, Matthieu Lenoir a, Eva D’Hondt a,d a Department of Movement and Sports Sciences, Ghent University, Belgium b School of Healthcare Science, Manchester Metropolitan University, UK c Department of Teacher Education, Karel de Grote Hogeschool, Belgium d Faculty of Physical Education, Vrije Universiteit Brussel, Belgium
How Are Motor Skills Linked to Children’s School
Performance and Academic Achievement?
Claire E. Cameron,1 Elizabeth A. Cottone,2 William M. Murrah,2 and David W. Grissmer2
1State University of New York at Buffalo, and 2University of Virginia
© 2016 The Authors
Child Development Perspectives © 2016 The Society for Research in Child Development
DOI: 10.1111/cdep.12168ABSTRACT—Children need a range of skills to transition
successfully to formal schooling. In early childhood classrooms,
children must master their fine and gross motor
skills. In this article, we review the evidence that links
motor skills to diverse school outcomes, then describe
three sets of cognitive processes—motor coordination,
executive function, and visuospatial skills—that are
tapped by motor assessments. We then use these processes
to explain how motor skills are implicated in children’s
self-regulation and their emergent literacy and numeracy.
We conclude by encouraging theoretical and methodological
approaches to clarify the mechanisms that implicate
motor skills in school performance and achievement.
Impact of a multicomponent physical activity intervention on
cognitive performance: The MOVI‐KIDS study
Received: 9 April 2018 | Revised: 13 November 2018 | Accepted: 4 January 20191Social and Health Care Research
Center, Universidad de Castilla‐La Mancha,
Cuenca, Spain
2Faculty of Education, Universidad de
Castilla‐La Mancha, Ciudad Real, Spain
3Faculty of Nursing, Universidad de
Castilla‐La Mancha, Cuenca, Spain
4Faculty of Education, Universidad de
Castilla‐La Mancha, Cuenca, Spain
5Facultad de Ciencias de la
Salud, Universidad Aut.noma de Chile,
Santiago, ChileIntroduction: This study examined the impact of a multicomponent physical activity
(PA) intervention (MOVI‐KIDS) on improving cognition in schoolchildren. This
paper also analyzed the mediator role of motor fitness between MOVI‐KIDS and
cognition.
Methods: Propensity score analysis of data from a cluster randomized controlled
trial (MOVI‐KIDS study). This analysis including 240 5‐7 years old children from
nine schools in the provinces of Cuenca and Ciudad Real, Spain. MOVI‐KIDS program
consisted of: (a) three weekly after‐school sessions of recreational non‐competitive
PA lasting 60 minutes during one academic year, (b) educational materials
for parents and teachers, and (c) school playground modifications. Changes in cognition
(logical reasoning, verbal factor, numerical factor, spatial factor, and general
intelligence) were measured. A propensity score cross‐cluster matching procedure
and mediation analysis (Hayes’s PROCESS macro) were conducted.
Results: All cognitive variables pre‐post mean changes were significantly higher
(P ≤ 0.05) in children from intervention schools than those from control schools (effect
size ranged from 0.33 to 1.48). The effect of the intervention on the spatial factor
and general intelligence was partially mediated by motor fitness (indirect effect
= 0.92, 95% CI: 0.36; 1.65; and indirect effect = 1.21, 95% CI: 0.06; 2.62,
respectively).
Conclusions: This study shows that a one‐school‐year multicomponent intervention
consisting of a recreational non‐competitive PA program, educational materials for
parents and teachers, and school playground modifications improved the cognition
of first‐grade children. Further, our results suggest that the effect of the intervention
on cognition was mediated by changes in motor fitness.
Journal of Research in Special Educational Needs•
Volume 5•
Number 3•
2005 101–111
doi: 10.1111/J.1471-3802.2005.00049.x
Blackwell Publishing, Ltd.
The effects of the Primary Movement programme
on the academic performance of children attending
ordinary primary school
Julie-Anne Jordan-Black
Queen’s University, Belfast, Northern Ireland
The present study investigated the prevalence of a
primary reflex (the Asymmetrical Tonic Neck Reflex)
in children attending ordinary primary school and
how this related to attainments in a number of
academic areas. The effectiveness of a specific
movement intervention programme in reducing
primary reflex persistence and improving academic
attainment was also evaluated.
A comparative study of the progress of 683 children
over a two-year period from Years 3 and 5, who
completed an intervention programme known as
Primary Movement, was carried out using the
relative attainments of children at the same schools
and standardised scores as baseline and follow-up
measures. A second, quasi-experimental study
followed the progress of four parallel groups in each
of two large schools with the experimental side
completing the movement intervention programme
while the other side acted as the control.
It was found that ATNR persistence was significantly
associated with level of attainments in reading,
spelling and mathematics and that boys were more
at risk than girls for ATNR persistence. In both
studies, it was found that the movement intervention
programme had a very significant impact on
reducing the levels of ATNR persistence in children
and that this was associated with very significant
improvements in reading and mathematics, in
particular.
This research provides further evidence of a link
between the attainment of core educational skills
and the interference that may result from an
underlying developmental deficit. The effectiveness
of the intervention programme in reducing ATNR
persistence and in increasing academic attainments
suggests that this programme could be used to
complement other strategies that have been shown
to have a positive effect on children’s learning.
Movement and Cognition
The relationship between gross motor skills, executive functioning, and academic achievement in children with learning disorders (2014)
Marieke Westendorp
Individual differences in basic numerical skills:
The role of executive functions and motor skills
Venera Gashaj ⇑, Nicole Oberer, Fred W. Mast, Claudia M. Roebers
Department of Psychology, University of Bern, 3012 Bern, Switzerland
Center for Cognition, Learning, and Memory, 3012 Bern, Switzerland
a b s t r a c t
The aim of the current study was to explore individual differences
in basic numerical skills in a normative sample of 151 kindergarteners
(mean age = 6.45 years). Whereas previous research
claims a substantial link between executive functions and basic
numerical skills, motor abilities have been put forward to explain
variance in numerical skills. Regarding the current study, these
two assumptions have been combined, revealing interesting
results. Namely, executive functions (inhibition, switching, and
visuospatial working memory) were found to relate to symbolic
numerical skills, and motor skills (gross and fine motor skills)
showed a significant correlation to nonsymbolic numerical skills.
Suggesting that motor skills and executive functions are associated
with basic numerical skills could lead to potential avenues for
interventions in certain disorders or disabilities such as nonverbal
learning disability, developmental dyscalculia, and developmental
coordination disorder.
Bewegend leren in de klas
Marijke Mullender-Wijnsma, Esther Hartman, Marck de Greeff & Chris Visscher
Centrum voor Bewegingswetenschappen, UMCG/Rijksuniversiteit Groningen
Simone Doolaard & Roel Bosker
GION/Onderwijskunde, Rijksuniversiteit Groningen
Al springend leren rekenen en spellen: het is een innovatieve manier van leren die het beeld van stilzittende kinderen in de klas doorbreekt. Fysiek actieve reken- en taallessen kunnen een effectieve manier zijn om schoolprestaties van kinderen te verbeteren. Bovendien dragen de lessen bij aan de dagelijkse hoeveelheid beweging die kinderen nodig hebben.