Fundamental motor and social skills of children: the role of Brain Gym exercise

Jalilinasab, Sara; Saemi, Esmaeel; Abedanzadeh, Rasool

doi:10.1080/03004430.2021.2003350

Cited by 5 publications

(15 citation statements)

References 30 publications

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“…Among the 27 included studies, 14 specific sports activities were identified for improving the development of children and adolescents’ prosocial behavior. These sports include parkour running [ 36 ], football [ 40 , 65 ], table tennis [ 38 ], martial arts [ 42 ], squash ball [ 42 ], table tennis [ 41 ], yoga [ 37 ], dance [ 66 ], basketball, volleyball, frisbee [ 32 ], skiing and cycling [ 33 ], hydro gymnastics [ 34 ] and brain gym exercise [ 57 ]. Specifically, students who participate in parkour emphasized that parkour activities help them improve their social skills and problem-solving abilities [ 36 ].…”

Section: Resultsmentioning

confidence: 99%

Influence of Sports Activities on Prosocial Behavior of Children and Adolescents: A Systematic Literature Review

Wei-de

2022

IJERPH

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Prosocial behavior plays a key role in interpersonal relationships during the growth of children and adolescents. Good prosocial behavior is the foundation for the healthy development of children and adolescents. In recent years, the role played by some sports activities in children and adolescents’ prosocial behaviors has attracted much attention. However, the effects of physical activity on prosocial behavior have not been summarized. Objective: We aimed to clarify the role of sports activities in children and adolescents’ prosocial behaviors. Methods: We searched databases for 27 interventional studies on the influence of sports activities on children and adolescents’ prosocial behaviors published in peer-reviewed English journals. Subsequently, inductive, summary, analytical, and evaluation methods were used to systematically analyze and evaluate the literature. Results: Sports activities can improve children and adolescents’ prosocial behaviors. Different sports activities also influence children and adolescents’ prosocial behaviors differently. Moreover, sports activities can improve the prosocial behaviors of children and adolescents with special educational needs. Conclusion: This review demonstrates that sports activities improve the prosocial behavior of children and adolescents. At the same time, we find that children and adolescents with special educational needs should be allowed to participate in more sports activities.

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Section: Resultsmentioning

confidence: 99%

Influence of Sports Activities on Prosocial Behavior of Children and Adolescents: A Systematic Literature Review

Wei-de

2022

IJERPH

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“… ✓ ✓ ✓ ✓ ✓ Jaakkola et al [ 90 ] Observational x ✓ ✓ x ? ✓ ✓ Jalilinasab et al [ 91 ] Experimental ✓ ✓ ✓ x ✓ ✓ x Katanić et al [ 92 ] Experimental x ✓ ✓ x ✓ ✓ x Koutsandréou et al [ 93 ] Experimental ✓ x ✓ x ✓ ✓ x Lee et al [ 94 ] Experimental x ✓ ✓ ✓ ✓ ✓ x Li et al [ 95 ] Experimental ✓ ✓ ✓ x ✓ ✓ ✓ Lin et al [ 96 ] …”

Section: Methodsmentioning

confidence: 99%

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

Hill,

Mcnarry,

Mackintosh

et al. 2023

Sports Med

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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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“…In the Brain Gym method, it is assumed that the brain can be trained and become more efficient through motor exercises, practically being like a muscle that needs to be exercised to perform better ( Groose, 2013 ). With the exercises of this method, a better connection between the left and right hemispheres is promoted, thus achieving a neuronal unlocking and favoring the learning process and neuronal synapsis ( Jalilinasab et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

“…Various studies have highlighted the benefit of the Brain Gym method, for example, it has been reported that this type of stimulation benefits motor and social skills ( Jalilinasab et al, 2021 ), quality of life ( Andi et al, 2019 ), skills ( Kulkarni and Khandale, 2019 ), improves health balance in patients with neuropathies ( Panse et al, 2018 ), improves concentration for online learning ( Pratiwi and Pratama, 2020 ; Anggraini and Dewi, 2022 ), and reduction of fatigue and muscle pain ( Ismayenti et al, 2021 ) among other research that indicates the positive contribution of this method.…”

Section: Introductionmentioning

confidence: 99%

The intervention of Brain Gym in the mathematical abilities of high-school students: A pilot study

Ramos-Galarza

Aymacaña-Villacreses²,

Cruz-Cárdenas³

2023

Front. Psychol.

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IntroductionThe learning process of Mathematics is a challenge in Latin America; therefore, it is of vital importance to conduct actions that improve the performance in this science.MethodsThis article is reporting on quasi-experimental research, where, through the use of Brain Gym, the objective is to improve: the definition of rational numbers, problem-solving ability, mathematical order relationships, and equivalent fractions. We worked with 67 students between 12 and 14 years old, organized into an experimental group (n = 35) and a control group (no participation group; n = 32).ResultsWe made pre and post-test measurements and found that the control group students improved in their problem-solving ability F(1,65) = 8.76, p = 0.04, η2 = 0.12 and equivalent fractions F(1,65) = 4.54, p = 0.03, η2 = 0.06.DiscussionIn conclusion, the importance of applying innovative processes to improve the teaching and learning of Mathematics can be affirmed. It is important to note that both the control and experimental groups improved their learning, however, the experimental group did so to a greater extent than the students in the control group, who received a traditional educational process, and they did learn, but not at the level of the experimental group.

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Fundamental motor and social skills of children: the role of Brain Gym exercise

Cited by 5 publications

References 30 publications

Influence of Sports Activities on Prosocial Behavior of Children and Adolescents: A Systematic Literature Review

Influence of Sports Activities on Prosocial Behavior of Children and Adolescents: A Systematic Literature Review

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

The intervention of Brain Gym in the mathematical abilities of high-school students: A pilot study

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