Immediate and delayed effects of integrating physical activity into preschool children’s learning of numeracy skills
| Autor: | Paul Chandler, Myrto-Foteini Mavilidi, Anthony D. Okely, Sidsel Louise Domazet, Fred Paas |
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| Přispěvatelé: | Educational and Developmental Psychology |
| Rok vydání: | 2018 |
| Předmět: |
Male
Models Educational Elementary cognitive task Mathematics Kind regards Experimental and Cognitive Psychology 050105 experimental psychology law.invention Task (project management) Developmental psychology Randomized controlled trial law Numeracy Developmental and Educational Psychology Cognitive development Learning Humans 0501 psychology and cognitive sciences Myrto Exercise Curriculum Problem Solving Motivation Physical activity Education theory Preschool children 05 social sciences 050301 education Achievement Mathematics/education Embodied cognition Child Preschool Female Psychology 0503 education Mathematics |
| Zdroj: | Mavilidi, M F, Okely, A, Chandler, P, Louise Domazet, S & Paas, F 2018, ' Immediate and delayed effects of integrating physical activity into preschool children's learning of numeracy skills ', Journal of Experimental Child Psychology, vol. 166, pp. 502-519 . https://doi.org/10.1016/j.jecp.2017.09.009 Journal of Experimental Child Psychology, 166, 502-519. Academic Press |
| ISSN: | 0022-0965 |
| Popis: | A cluster-randomized controlled trial was conducted to examine the effects of a 4-week program that integrated movements into cognitive tasks related to numerical skills. Participants (N = 120, Mage = 4.70 years, SD = 0.49; 57 girls) were assigned to one of the following four conditions: performing integrated physical activity (task relevant), performing nonintegrated physical activity (task nonrelevant), observing integrated physical activity, or conventional sedentary teaching (without performing or observing physical activity). Results showed that children who performed task-relevant integrated physical activity performed better than children in all other conditions. In addition, children who performed physical activity, either integrated or nonintegrated, reported higher scores for enjoyment of the instructional method than the two sedentary learning conditions. Implications for educational theory and practice are discussed. |
| Databáze: | OpenAIRE |
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