Effectiveness of a Mastery Climate Cognitive-Motor Skills School-based Intervention in children living in poverty: Motor and Academic performance, self-perceptions, and BMI
“…In the intervention group, children with and without disabilities demonstrated significant gains in locomotor and object control scores from pre-test to post-intervention, higher scores at the post-tests, and the pattern of the changes was similar for children with and without disabilities, confirming our hypotheses; overall, no changes were observed for the control groups. A similar trend was reported in previous studies implementing traditional (Goodway & Branta, 2003; and mastery climate (Berleze & Valentini, 2021;Goodway et al, 2002;Nobre et al, 2022;Theeboom et al, 1995;Valentini & Rudisill, 2004a) approaches for children with delays. The motor skills results are also aligned with previous research on children with disability (Valentini & Rudisill, 2004b).…”
Section: Discussionsupporting
confidence: 88%
“…Several strategies have been used to design programs suitable for children with different levels of motor skill performance. One recognized approach to teaching motor skills is the Mastery Motivational Climate -MMC (Berleze & Valentini, 2021Goodway et al, 2002;Valentini et al, 1999a;1999b;Valentini & Rudisill, 2004a;2004b;Nobre et al, 2022). This climate is implemented when teachers provide a great variety of motor tasks in each lesson and create opportunities for children's decision-making, problem-solving, and experiencing leadership roles.…”
Section: Palabras Clavementioning
confidence: 99%
“…Intervention implementing MMC has led to positive changes in children motor skill (Berleze & Valentini, 2021;Brauner et al, 2017: Nobre et al, 2022Píffero & Valentini, 2010;Sampaio & Valentini, 2015;Valentini & Rudisill, 2004a;2004b;Valentini et al, 2017;Zanella et al, 2016;Valentini, 2016), feelings of competence and global self-worth (Berleze & Valentini, 2021;Nobre et al, 2022;Píffero & Valentini, 2010;Theeboom et al, 1995;Valentini & Rudisill, 2004b), verbal recall (Valentini et al, 2017), active daily routine (Berleze & Valentini, 2021;Brauner et al, 2017), engagement with success in the lessons (Berleze & Valentini, 2021;, and math, writing and reading skills (Nobre et al, 2022). To date, no research has focused on investigating the influence of such a climate on the social development of children with motor delays.…”
This mixed-design study examined the effects of a mastery motivational climate intervention on the motor and social skills of underserved children with and without disabilities. A mastery climate was implemented for the intervention group consistent with the TARGET structure. Children, 24 children with disabilities (12 boys, 12 girls) and 52 without disabilities (31 boys, 21 girls), were assessed with the Test of Gross Motor Development –second edition pre-and post-intervention. Along with the intervention, social skills were assessed using a qualitative approach; a checklist with five levels of personal e social responsibility behavior was used. Results showed that mastery motivational climate intervention was effective in promoting positive changes in locomotor and object control scores; the intervention group also showed higher performance in the post-intervention than the control group. Along with the intervention, the children in the mastery motivational climate group also adopted higher personal and social responsibility levels during the lessons. Positive correlations were observed between children’s motor development and their levels of responsibility. The mastery motivational climate intervention promotes positive motor and social skills changes for children living in vulnerability.
“…In the intervention group, children with and without disabilities demonstrated significant gains in locomotor and object control scores from pre-test to post-intervention, higher scores at the post-tests, and the pattern of the changes was similar for children with and without disabilities, confirming our hypotheses; overall, no changes were observed for the control groups. A similar trend was reported in previous studies implementing traditional (Goodway & Branta, 2003; and mastery climate (Berleze & Valentini, 2021;Goodway et al, 2002;Nobre et al, 2022;Theeboom et al, 1995;Valentini & Rudisill, 2004a) approaches for children with delays. The motor skills results are also aligned with previous research on children with disability (Valentini & Rudisill, 2004b).…”
Section: Discussionsupporting
confidence: 88%
“…Several strategies have been used to design programs suitable for children with different levels of motor skill performance. One recognized approach to teaching motor skills is the Mastery Motivational Climate -MMC (Berleze & Valentini, 2021Goodway et al, 2002;Valentini et al, 1999a;1999b;Valentini & Rudisill, 2004a;2004b;Nobre et al, 2022). This climate is implemented when teachers provide a great variety of motor tasks in each lesson and create opportunities for children's decision-making, problem-solving, and experiencing leadership roles.…”
Section: Palabras Clavementioning
confidence: 99%
“…Intervention implementing MMC has led to positive changes in children motor skill (Berleze & Valentini, 2021;Brauner et al, 2017: Nobre et al, 2022Píffero & Valentini, 2010;Sampaio & Valentini, 2015;Valentini & Rudisill, 2004a;2004b;Valentini et al, 2017;Zanella et al, 2016;Valentini, 2016), feelings of competence and global self-worth (Berleze & Valentini, 2021;Nobre et al, 2022;Píffero & Valentini, 2010;Theeboom et al, 1995;Valentini & Rudisill, 2004b), verbal recall (Valentini et al, 2017), active daily routine (Berleze & Valentini, 2021;Brauner et al, 2017), engagement with success in the lessons (Berleze & Valentini, 2021;, and math, writing and reading skills (Nobre et al, 2022). To date, no research has focused on investigating the influence of such a climate on the social development of children with motor delays.…”
This mixed-design study examined the effects of a mastery motivational climate intervention on the motor and social skills of underserved children with and without disabilities. A mastery climate was implemented for the intervention group consistent with the TARGET structure. Children, 24 children with disabilities (12 boys, 12 girls) and 52 without disabilities (31 boys, 21 girls), were assessed with the Test of Gross Motor Development –second edition pre-and post-intervention. Along with the intervention, social skills were assessed using a qualitative approach; a checklist with five levels of personal e social responsibility behavior was used. Results showed that mastery motivational climate intervention was effective in promoting positive changes in locomotor and object control scores; the intervention group also showed higher performance in the post-intervention than the control group. Along with the intervention, the children in the mastery motivational climate group also adopted higher personal and social responsibility levels during the lessons. Positive correlations were observed between children’s motor development and their levels of responsibility. The mastery motivational climate intervention promotes positive motor and social skills changes for children living in vulnerability.
“… ✓ x ✓ ✓ ✓ MacDonald et al [ 98 ] Observational x ✓ ✓ ✓ ✓ ✓ ✓ Magistro et al [ 99 ] Experimental x ✓ ✓ ✓ ✓ ✓ x Minghetti et al [ 100 ] Experimental x ✓ ✓ x ✓ ✓ ✓ Mulvey et al [ 101 ] Experimental ✓ ✓ ✓ ✓ ✓ ✓ ✓ Niederer al. [ 102 ] Observational ✓ ✓ x ✓ ✓ ✓ ✓ Nobre et al [ 103 ] Experimental ✓ x ✓ ✓ ✓ ✓ ✓ Oppici et al [ 104 ] …”
Section: Methodsmentioning
confidence: 99%
“…Two authors (PH and MM) extracted descriptive data (Tables 3 and 4 ) for the 49 studies that met the inclusion criteria. Of the included studies, 15 used an observational study design [ 71 , 80 , 81 , 84 , 89 , 90 , 97 , 98 , 102 , 105 , 107 , 108 , 112 , 113 , 119 ] (Table 3 ), with 34 studies [ 72 – 79 , 82 , 83 , 91 – 96 , 99 – 101 , 103 , 104 , 106 , 109 – 111 , 114 – 118 ] using an experimental design (Table 4 ). Fig.…”
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.
There is evidence that physical activity positively influences cognition and academic outcomes in childhood. This systematic review used a three-level meta-analytic approach, which handles nested effect sizes, to assess the impact of physical activity interventions. Ninety-two randomised control trials in typically developing children (5–12 years old, N = 25,334) were identified. Control group type and intervention characteristics including duration, frequency, and teacher qualification were explored as potential moderators. Results showed physical activity interventions improved on-task behaviour with a large effect size (g = 1.04, p = 0.03 (95% CI: 0.08–2.00), very low-certainty evidence) and led to moderate improvements in creativity (g = 0.70, p < 0.01 (0.20–1.20), low-certainty evidence). Small beneficial effects were found for fluid intelligence (g = 0.16, p = 0.03 (0.02, 0.30), moderate-certainty evidence) and working memory (g = 0.18, p = 0.01 (0.07–0.29), very low-certainty evidence), but no overall benefit was observed for attention, inhibitory control, planning, cognitive flexibility or academic outcomes. Heterogeneity was high, and moderator analyses indicated beneficial effects of physical activity (PA) with academic instruction of 6–10-week duration with moderate or moderate to vigorous intensity on mathematics outcomes and enriched PA programmes on language outcomes. In contrast, aerobic PA with moderate to vigorous intensity benefitted executive function outcomes. These results therefore suggest differential mechanisms of impact of different types of PA on different aspects of cognition.
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