Effects of Cognitively Engaging Physical Activity on Preschool Children’s Cognitive Outcomes

Mavilidi, Myrto F.; Pesce, Caterina; Mazzoli, Emiliano; Bennett, Sue; Paas, Fred; Okely, Anthony D.; Howard, Steven J.

doi:10.1080/02701367.2022.2059435

Cited by 9 publications

(3 citation statements)

References 73 publications

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“…On the other hand, there are studies advocating the development of these skills in the education context, such as the one by Lai et al [ 10 ] that claims that the cognitive abilities of children between 4 and 9 years old can be developed through games, or the one from Rodríguez-Nielsen et al [ 11 ] who assert that learning environments are an active methodology to promote physical activity and the cognitive development of children in early childhood education. To positively affect these variables in schools, active methodologies and group interaction are necessities [ 12 , 13 ]. For example, interventions based on physical activity are associated with increased self-concept, self-esteem and social skills in children [ 14 ].…”

Section: Introductionmentioning

confidence: 99%

Effect of an Integrated Active Lessons Programme through Playful Maths Games on Self-Concept, Self-Esteem and Social Skills in Preschool Children

Cámara-Martínez

Ruiz‐Ariza

Suárez-Manzano

et al. 2023

Behavioral Sciences

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The aim of this study was to analyse the effects of an integrated active lessons programme based on playful math games, of 10 weeks’ duration (30 min/day × 2 days/week), on self-concept, self-esteem and social skills in preschool children. One hundred and ninety-four preschool children (53.6% girls) aged 53.36 ± 11.82 months were split into a control group (CG) and an experimental group (EG). The EG improved significantly in self-concept compared to the CG in boys and girls (6.8% and 7.1%, respectively). Personal and academic self-esteem levels increased significantly (8.1% and 5.5%, respectively, only in girls). Although the EG obtained significant improvements in social self-esteem and social skills compared to the beginning of the study, these results were not found in comparison with the CG. The introduction of active lessons based on playful maths games within the classroom is recommended as support for the improvement in self-concept, self-esteem and social skills in early childhood education.

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Section: Introductionmentioning

confidence: 99%

Effect of an Integrated Active Lessons Programme through Playful Maths Games on Self-Concept, Self-Esteem and Social Skills in Preschool Children

Cámara-Martínez

Ruiz‐Ariza

Suárez-Manzano

et al. 2023

Behavioral Sciences

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“…Although these variables were not strongly associated with children's physical activity in ECE settings (Table S3), they are important variables to consider and explore further as international ECE curricula are increasingly focused on developing executive function and self-regulation, aligning with school readiness (e.g., Becker & Nader, 2021). Interventions with active learning, including physically active lessons or cognitively engaging physical activity, are also growing support on their positive effects on children's physical activity and academic outcomes (e.g., executive function; Mavilidi et al, 2023;Schmidt et al, 2020;Vazou & Mavilidi, 2021;memory;Mavilidi et al, 2015Mavilidi et al, , 2018. Further studies are needed to confirm the relationship between self-regulation and executive functions and children's physical activity as well as effective interventions that can promote these outcomes in ECE settings.…”

Section: Child Domain Correlatesmentioning

confidence: 99%

An updated systematic review of correlates of children's physical activity and sedentary time in early childhood education services

Tonge,

Mavilidi,

Jones

2024

Child

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BackgroundEarly childhood education services (ECE) continue to be a key setting to promote physical activity and limit sedentary behaviour. Thus, the aim of this study was to (1) provide an updated systematic review of correlates of physical activity and sedentary behaviour among children in ECE settings and (2) discuss changes in physical activity and sedentary behaviour correlates among children in ECEC settings over time.MethodsA systematic search of eight databases identified 40 studies published between 2015 and 2023 that met the inclusion criteria. The variables were categorized into four domains (child, educator, physical environmental and organizational). Fifty‐eight variables were identified.ResultsFor data from 2015 to 2023, strong associations were identified in all domains (child, educator, physical environmental and organizational) for physical activity, yet no strong associations for sedentary behaviour were identified. Aggregated data (i.e., combining data from previous review and this review) showed strong associations with children's physical activity and age, motor coordination and sex (child), educator behaviour and presence (educator), presence and size of outdoor environments (physical environmental) and active opportunities and service quality (organizational). For sedentary behaviour, sex, outdoor environments and active opportunities were strongly associated in the combined data.ConclusionThe correlates of physical activity and sedentary behaviour in ECE settings continue to be multi‐dimensional and span different domains. Variables such as educator behaviours and intentionality, provision of active opportunities, use of outdoor space and service quality should be the key focus area for improving physical activity and sedentary behaviour levels of young children.

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“…Miller et al show that CHAMP significantly improved behavioral self-regulation and had no effect on cognitive self-regulation [38]. In another study, games and exercise improved partial self-regulation [39], and other relevant studies using comprehensive exercise interventions report mixed results [40][41][42][43]. These inconsistent results may be related to differences in study design and the self-regulation measurement.…”

Section: Introductionmentioning

confidence: 98%

Towards Sustainable Early Education Practices: A Quasi-Experimental Study on the Effects of Kindergarten Physical Education Programs on Fundamental Movement Skills and Self-Regulation in Haikou City, China

Wu,

Eungpinichpong,

Ruan

et al. 2024

Sustainability

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Acquiring fundamental movement skills (FMS) in early childhood is linked to long-term engagement in physical activity, promoting lifelong health. Concurrently, the development of self-regulation contributes to fostering socially responsible and empathetic individuals. This study aims to contribute to the sustainable development goals of Good Health and Well-being (Goal 3) and Quality Education (Goal 4) by promoting early education practices that enhance children’s physical and socio-emotional development. This quasi-experimental study, employing a pre/post-test control design, examined the influence of different kindergarten physical education programs on FMS and self-regulation. Participants from a sports-themed kindergarten, ordinary public kindergarten, and non-profit private kindergarten were equally divided into three groups. The “Hello Sunshine” (HS) group followed a ball game-based program; the ordinary physical education (OPE) group’s curriculum had multi-themed physical activities; and the free-play (FP) group as a comparison group (free play) spent their activity time freely playing. Data from a total of 239 children were analyzed, all of whom received identical assessments of fundamental movement skills and self-regulation by the Test of Gross Motor Development-3 (TGMD-3) and the head–toes–knees–shoulders (HTKS) test at baseline and after 10 weeks of the PE curriculum. There was a significant effect of grouping on TGMD-3 composite scores after controlling for the pre-test score (F(2, 235) = 65.232, p < 0.001, Partial η2 = 0.357). The composite score of the HS group was clearly higher than that of the OPE (95% CI:10.72~16.45) and FP (95% CI: 4.16~9.98) groups. A significant group time effect was observed for self-regulation (F(2, 236) = 4.588, p = 0.011, Partial η2 = 0.037). After 10 weeks, the HS group displayed a more significant increase in self-regulation (14.8%) than that in the OPE (9.7%) and FP (14.6%) groups. The ball game-based program exhibited more advantages in promoting fundamental movement skills and self-regulation among the kindergarteners. Overall, this study’s findings highlight the potential benefits of kindergarten physical education programs and underscore the importance of early childhood development, emphasizing its potential to contribute to holistic child development and align with sustainability goals.

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Effects of Cognitively Engaging Physical Activity on Preschool Children’s Cognitive Outcomes

Cited by 9 publications

References 73 publications

Effect of an Integrated Active Lessons Programme through Playful Maths Games on Self-Concept, Self-Esteem and Social Skills in Preschool Children

Effect of an Integrated Active Lessons Programme through Playful Maths Games on Self-Concept, Self-Esteem and Social Skills in Preschool Children

An updated systematic review of correlates of children's physical activity and sedentary time in early childhood education services

Towards Sustainable Early Education Practices: A Quasi-Experimental Study on the Effects of Kindergarten Physical Education Programs on Fundamental Movement Skills and Self-Regulation in Haikou City, China

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