Physical education and academic achievement—literature review 1997–2015

Zach, Sima; Shoval, Ella; Lidor, Ronnie

doi:10.1080/00220272.2016.1234649

Cited by 27 publications

(21 citation statements)

References 51 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Previous studies demonstrated the significant positive relationships between the participation in PE program with educational balls and children's academic performances in reading and writing [39,42] and math skills [32]. On the other hand, there is strong evidence suggesting a relationship between students' motor and cognitive developments and highlighting that, the better children's motor performances, the better their educational outcomes [11,[48][49][50][51][52]. Further research is needed, as in this study, we focused only on children's motor performances.…”

Section: Discussionmentioning

confidence: 99%

BRAINballs Program Improves the Gross Motor Skills of Primary School Pupils in Vietnam

Pham

Wawrzyniak

Cichy

et al. 2021

IJERPH

View full text Add to dashboard Cite

The purpose of this study was to evaluate the impact of the BRAINballs program on second graders’ gross motor skills in a primary school in Vietnam. A total of 55 students (23 boys and 32 girls) aged seven years participated in the study. The research used the method of a pedagogical experiment and parallel group technique (experimental and control group) with pre- and post-testing. The study was conducted in the school year 2019/2020. The gross motor skills performance was assessed by the Test of Gross Motor Development—2nd Edition. The BRAINballs program was conducted twice a week and combined physical activity with subject-related contents by means of a set of 100 balls with painted letters, numbers, and signs. The results showed that the experimental and control groups improved their motor skills after one school year (p < 0.001). However, the analysis of covariance demonstrated that students from the experimental group, compared to students from the control group, showed significantly better scores in both subtests: locomotor (p = 0.0000) and object control skills (p = 0.0000). The findings of this study show that the BRAINballs program had a positive effect on children’s motor performances and may help to better understand the development of basic motor skills of seven-year-old students in Vietnam.

show abstract

Section: Discussionmentioning

confidence: 99%

BRAINballs Program Improves the Gross Motor Skills of Primary School Pupils in Vietnam

Pham

Wawrzyniak

Cichy

et al. 2021

IJERPH

View full text Add to dashboard Cite

show abstract

“…Estabelecer frequência e duração mínima de EF: pelo menos2x/ semana ou 120 min/sem para ensino fundamental e180 min/sem para ensino médio; e, no mínimo, 30 minutos/sessão 7,10,11,14,16,22,[24][25][26][27]29,30,35,[41][42][43][44][45] .…”

Section: Quais São As Recomendações Para As Aulas De Educação Física?unclassified

Educação física escolar: Guia de Atividade Física para a População Brasileira

Silva

Bandeira

Ravagnani

et al. 2021

Rev. Bras. Ativ. Fís. Saúde

View full text Add to dashboard Cite

As aulas de educação física (EF) escolar representam um momento propício para conhecer e vivenciar a pluralidade do movimento humano, favorecendo a promoção de uma vida ativa e saudável. A importância da EF escolar foi reconhecida pelo Guia de Atividade Física para a População Brasileira (Guia), que dedicou um capítulo para orientar a comunidade escolar sobre os benefícios à saúde e as estratégias de sucesso adotadas nas aulas de EF escolar. O objetivo deste estudo é apresentar o processo de elaboração das recomendações brasileiras de EF escolar para a população brasileira, mais especificamente os estudantes, professores, pais e responsáveis, e gestores. Esse capítulo do Guia foi desenvolvido por dez pesquisadores brasileiros, incluindo um representante do Ministério da Saúde. Três sínteses de evidências, escutas ao público-alvo e consulta pública foram realizadas para a construção das recomendações. Dados de 49 revisões sistemáticas sobre os benefícios da EF escolar à saúde e de 22 intervenções nas aulas de EF escolar com estudantes brasileiros foram sumarizados. Ainda, foram sintetizados 63 documentos nacionais e internacionais com estratégias recomendadas para a EF escolar, com foco nas dimensões: política e ambiente; currículo; instrução apropriada; avaliação; e estratégias que interagem com a EF escolar. Os grupos focais e a consulta pública fundamentaram a elaboração e o aprimoramento da versão final das recomendações. Espera-se que estas recomendações alicercem a criação de políticas públicas, melhorem a conscientização sobre a importância da prática de atividade física na EF escolar e enfatizem a necessidade de realizar estudos futuros nesta área de conhecimento.

show abstract

“…Pada masa kanak-kanak akhir merupakan masa yang sangat tepat dalam mulai memberikan berbagai macam stimulus supaya anak dapat berkembang secara optimal. Aspek gerak dasar fundamental sangat penting untuk ditingkatkan untuk membantu kapasitas kesehatan dan akademik anak (Chomitz et al, 2009;Howie & Pate, 2012;Jeon et al, 2016;Stephani et al, 2019;Zach et al, 2017). Maka diperlukan anak memerlukan kondisi sehat jasmani agar tahap-tahap perkembagan berjalan dengan baik (Aadland et al, 2017;Donnelly et al, 2016;Harvey et al, 2018).…”

Section: Pendahuluanunclassified

Validasi Eurofit Test Pada Siswa Sekolah Dasar Indonesia

Yudasmara

Taufik

Fadhli

2020

GPJI

View full text Add to dashboard Cite

Tujuan penelitian ini adalah untuk mengembangkan model asesmen aktivitas jasmani anak sekolah dasar dan mengetahui tingkat aktivitas jasmani anak sekolah dasar. penelitian ini menggunakan langkah-langkah penelitian dan pengembangan yang disarankan Borg dan Gall (1983), dan dipadukan dengan langkah-langkah penyusunan tes keterampilan olahraga yang disarankan Scott dan French (1959) dengan pendekatan konseptual. Hasil nilai korelasi dan regresi linier diperoleh nilai validitas untuk siswa yang diantaranya; Bass Test dengan Plate taping untuk putri; 0,154, putra; 0,212; validitas Bass Test dan Shuttle Run untuk putri; 0,236, putra; 0,196 dan Validitas Plate Taping dan Shuttle Run untuk putri; 0,342, putra; 0,003. Koefisien Reliabilitas Bass Test untuk siswa putri; 0,591, putra 0,157. Koefisien Reliabilitas Plate Taping untuk siswa putri; 0,722, putra; 0,592. Koefisien Reliabilitas Plate Taping untuk siswa putri; 0,159, putra; 0,175. Dapat disimpulkan bahwa instrument Eurofit Test memiliki tingkat validitas dan reliabilitas yang sedang apabila digunakan pada konteks siswa sekolah dasar Indonesia.

show abstract

Physical education and academic achievement—literature review 1997–2015

Cited by 27 publications

References 51 publications

BRAINballs Program Improves the Gross Motor Skills of Primary School Pupils in Vietnam

BRAINballs Program Improves the Gross Motor Skills of Primary School Pupils in Vietnam

Educação física escolar: Guia de Atividade Física para a População Brasileira

Validasi Eurofit Test Pada Siswa Sekolah Dasar Indonesia

Contact Info

Product

Resources

About