Physical activity, physical education and academic performance

Telford, D.; Cunningham, Ross B.; Abhayaratna, W.; Telford, Rohan M.; Olive, Lisa

doi:10.1016/j.jsams.2014.11.293

Cited by 3 publications

(2 citation statements)

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“…These findings are in line with past Eduball-studies [15][16][17][18][19] in which we observed motor and cognitive increases in students' learning, both when CT and PET led PE. However, they contradict some reports on diverse methods [22,23,[28][29][30][31][32], which have suggested one type of teacher is superior in the effective delivery of PE. Thus, it seems it is not the type of educator that is the issue, but the type of intervention/method used.…”

Section: Eduball and Teacher Typesmentioning

confidence: 63%

“…However, other outcomes [23][24][25][26][27] demonstrate that many CTs are not confident and/or feel poorly prepared to teach PE programs. Secondly, further reports [23,28,29] indicate that PETs are more effective than CTs in teaching PE, i.e., specialist-taught PE supports children's cognitive-motor development better than CT-taught PE. At the same time, other studies [11,[30][31][32] show that PE may be best implemented when PET and CT work together, and only in this way, through supporting one another, will they have a real positive effect on students' physical and intellectual performance.…”

Section: Introductionmentioning

confidence: 99%

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Everyone Can Implement Eduball in Physical Education to Develop Cognitive and Motor Skills in Primary School Students

Wawrzyniak

Korbecki

Cichy

et al. 2022

IJERPH

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Studies suggest that incorporating core academic subjects into physical education (PE) stimulates the development of both motor and cognitive skills in primary school students. For example, several experiments show that children’s participation in Eduball, i.e., a method that uses educational balls with printed letters, numbers, and other signs, improves their physical fitness while simultaneously developing their mathematical and language skills. However, the question of who should conduct such classes to make them most effective (regular classroom teachers, physical education teachers, or maybe both in cooperation?) remains unanswered. Here, we replicated a previous Eduball experiment, but now, instead of one experimental group, there were three. In the first, Eduball-classes were conducted by the classroom teacher, in the second, by the physical education teacher, and in the third, collaboratively. After one year intervention, all experimental groups significantly improved both their cognitive (mathematical, reading, and writing) and gross motor (locomotor and object control) skills, and these effects were larger than in the control group participating in traditional PE. Importantly, there were no differences in progression between the Eduball-groups. Thus, our study demonstrates that methods linking PE with cognitive tasks can be effectively used by both PE specialists and general classroom teachers.

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Section: Eduball and Teacher Typesmentioning

confidence: 63%

Section: Introductionmentioning

confidence: 99%

Everyone Can Implement Eduball in Physical Education to Develop Cognitive and Motor Skills in Primary School Students

Wawrzyniak

Korbecki

Cichy

et al. 2022

IJERPH

View full text Add to dashboard Cite

show abstract

Physical education and academic achievement—literature review 1997–2015

Zach

Shoval

Lidor

2016

Journal of Curriculum Studies

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Special school physical education experiences: pupils with behavioural difficulties becoming pupil investigators

Hill¹

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The voice of pupils with the label Behavioural, Emotional and Social Difficulties (BESD), especially those within secondary special school educational settings, is largely unheard. By using data collection methods which placed pupils at its heart, this research explores the perspectives towards Physical Education (PE) of a small group of secondary-school pupils all labelled BESD and receiving education in a small special school. This two-part study is qualitative in nature and has a social constructionist phenomenological design. The exploration of data collected from photo elicitation, focus group meetings and individual interviews identified issues within PE lessons that pupils found meaningful. In the second part of the research, pupils took on the role of pupil investigators and explored the perceptions and experiences of their BESD-labelled peers through video interviews. This data, along with reflective field notes and informal conversation with pupils, was then analysed using Interpretative Phenomenological Analysis (IPA) and NVivo 11. Two main themes were identified: the importance of the role played by pupils’ relationships with teachers, friends and peers, and the valuable insights accessed when pupils are given a voice. Findings include the dominant and decisive role of the PE teacher, how pupils’ behaviour and attitudes within PE lessons is affected by their desire to maintain respect among their friends/peers, and the negative effects of pupils’ disempowerment within PE including lack of consultation and choice regarding the curriculum and PE kit. The research concludes, whilst acknowledging the inevitable constraints on the curriculum offer of any small school, that within this offer pupils are further disenfranchised. They are not encouraged within the medium of PE lessons to develop inter-personal skills nor to gain understandings of their own or other pupils’ behaviour. Pupils’ lack of voice robs the school of feedback and opportunities to develop a more inclusive approach to education and fosters pupil disengagement.

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Physical activity, physical education and academic performance

Cited by 3 publications

References 0 publications

Everyone Can Implement Eduball in Physical Education to Develop Cognitive and Motor Skills in Primary School Students

Everyone Can Implement Eduball in Physical Education to Develop Cognitive and Motor Skills in Primary School Students

Physical education and academic achievement—literature review 1997–2015

Special school physical education experiences: pupils with behavioural difficulties becoming pupil investigators

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