The relationship between measures of executive function, motor performance and externalising behaviour in 5- and 6-year-old children

Livesey, David J.; Keen, J.M.; Rouse, Jane M.; White, Fiona A.

doi:10.1016/j.humov.2005.10.008

Cited by 175 publications

(195 citation statements)

References 34 publications

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“…However, the Stop Signal Reaction Time task is distinct from both of these in the sense that it taps the inhibition of an ongoing response (c.f., Khng & Lee, 2014). Performance on the Flanker and Stop Signal Reaction Time tasks are influenced by different cognitive processes (c.f., Khng & Lee, 2009;Livesey et al, 2006), consistent with the fact that both tasks were uncorrelated in the present study.…”

Section: Discussionsupporting

confidence: 91%

Enhancing the learning of new words using an errorless learning procedure: Evidence from typical adults

Warmington

Hitch

2013

Memory

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Section: Discussionsupporting

confidence: 91%

Enhancing the learning of new words using an errorless learning procedure: Evidence from typical adults

Warmington

Hitch

2013

Memory

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“…The study [58] reports a significant relationship between motor performance and inhibition of response. Thus, the idea of [59], which established an overlap between motor coordination and executive functions, resulting in important practical implications, the implication of the shared mechanisms, underlies the relationship between these areas including possible involvement of the cerebral function?…”

Section: The Effect Of Physical Education On Psychomotormentioning

confidence: 98%

The Effect of Contents for Instruction in Physical Education on Cognitive and Psychomotor Development in Tunisian Students Aged from 9 Until 11 Years

Ezzedini¹,

Elghoul²,

Bahri³

et al. 2017

IJSSPE

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Abstract:The aim of this study was to examine the effect of three months of teaching physical education on cognitive and psychomotor development in 9-11 year-old boys. 48 healthy students of both sexes (Age = 10, 8±0, 8 years; Height = 1, 45±0, 09cm; Body mass = 37, 9±9, 1kg) performed 4 cognitive tasks: cognitive flexibility (TMT A and B), inhibition (Flanker Test), selective attention (Barrage Test) and reaction time (computer task) and four psychomotor tasks: psychomotor mobilization (Skipping Rope Jump Test), eye-hand coordination (Basketball Wall Pass & Dart-throwing) and eye-leg coordination (Soccer Ball Wall Volley) were applied in the field and the lab. The sample was divided in three groups: group 1 (10 students), group 2 (22 students) and control group (16 students). The equipment and the measurements were taken immediately before and after three months of physical education program. The contents for instruction in physical education didn't allow an improvement in flanker test in G2. G1 undergone physical education and did physical activities outside of school shows a significant improvement in cognitive flexibility and inhibition. It has brought improvement for the G2 to the level of selective attention. CG has experienced an improvement in the reaction time, it allowed again a development of eye-leg coordination; of eye-arm coordination was determined in CG higher than the tow other groups. A correlation links the cognitive and the psychomotor skills. The results demonstrated that contents for instruction allowed a relative cognitive and psychomotor development, the updating of contents for instruction remains legitimate and urgent given all the changes in Tunisia.

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“…La etapa evolutiva de 3 a 8 años de edad supone un momento crítico para el desarrollo del niño (Jones, et al, 2011;Livesey, Keen, Rouse y White, 2006; Nelson, 2014 amplio de crecimiento y evolución dentro del ciclo vital que además, es justamente cuando se inicia la edad escolar, siendo importante y decisiva para el desarrollo motor, cognitivo, individual, personal y social (Meza, 2000). En estudios de neuroimagen como el de Moriguchi, y Hiraki, (2013), se asegura que dentro de la edad de 4 a 8 años se empieza a incrementar la actividad del lóbulo frontal, así mismo el desarrollo cognitivo y motor siguen un calendario de maduración similar, con un desarrollo acelerado entre los 5 y 10 años (Ahnert, Schneider, y Bos, 2009;Roebers, et al, 2014; Westendorp, Hartman Houwen, Smith y Visscher, 2011).…”

Section: Introductionunclassified

Impacto de un programa de actividad motriz con funciones ejecutivas fortaleciendo el desarrollo integral del niño

et al. 2018

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Artículo Original. Impacto de un programa de actividad motriz con funciones ejecutivas para el fortalecimiento del desarrollo integral del niño. Vol. IV, nº. 1; p. 37-58, enero 2018. A Coruña. España ISSN 2386 Para citar este artículo utilice la siguiente referencia: García, D.A.; Chávez, Mª. E.; Cruz, Concepción; Guedea, Julio César; Velázquez, G.; Zubiaur, M.. Impacto de un programa de actividad motriz con funciones ejecutivas para el fortalecimiento del desarrollo integral del niño Sportis Sci J,4 (1), 37-58. ResumenLa presente investigación, consistió en analizar el impacto de la aplicación de un programa de actividad motriz vinculado con funciones ejecutivas, con la finalidad de contribuir al desarrollo de la cognición, funciones ejecutivas, motricidad, lectura, escritura y matemáticas. La muestra se conformó por 66 niños (35 grupo experimental y 31 grupo control) con un desarrollo normal y edades comprendidas entre 5.2 a 6.9 años, la media fue 6.2 ± 054, que cursaban tercero de educación infantil y primero de primaria de una escuela pública de la ciudad de León, España. Para desarrollar el programa, los niños elaboraron sus materiales y sus padres los apoyaron en el diseño de los materiales complejos. El programa se implementó en 45 sesiones 2 por semana, con una duración de 60 minutos cada una, durante 6 meses, siendo trascendental que una semana al mes los padres de familia participaban en la clase. Los instrumentos utilizados fueron: Escala de Desarrollo Merril Palmer Revisada, Test NEPSY II, Cuestionario de Madurez Neuropsicológica Infantil, Batería de evaluación del movimiento para niños-2 y la prueba de Competencia Matemática Básica. Los resultados más relevantes indican, que en el grupo experimental pre-test y pos-test existen diferencias significativas en: cognición motricidad, funciones ejecutivas, escritura y lectura con una p<0.05. Entre los grupos control y experimental pos-test se encontraron diferencias significativas p<0.05 en: cognición Artículo Original. Impacto de un programa de actividad motriz con funciones ejecutivas para el fortalecimiento del desarrollo integral del niño. Vol. IV, nº. motricidad, funciones ejecutivas, escritura y lectura. En conclusión: enfatizando la importancia de crear programas motrices vinculados con las funciones ejecutivas con la finalidad de fortalecer la formación integral del niño. Palabras ClaveFunciones ejecutivas; cognición; lectura; matemáticas y educación infantil. AbstractThe present investigation consisted in analyzing the impact of the application of a program of motor activity linked to executive functions, in order to contribute to the development of cognition, executive functions, motor skills, reading, writing and mathematics. The sample consisted of 66 children (35 experimental group and 31 control group) with normal development and ages ranging from 5.2 to 6.9 years, the average was 6.2 ± 054, who attended third kindergarten and first grade of a public school of the city of León, Spain. To carry out the program, the children made their materi...

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The relationship between measures of executive function, motor performance and externalising behaviour in 5- and 6-year-old children

Cited by 175 publications

References 34 publications

Enhancing the learning of new words using an errorless learning procedure: Evidence from typical adults

Enhancing the learning of new words using an errorless learning procedure: Evidence from typical adults

The Effect of Contents for Instruction in Physical Education on Cognitive and Psychomotor Development in Tunisian Students Aged from 9 Until 11 Years

Impacto de un programa de actividad motriz con funciones ejecutivas fortaleciendo el desarrollo integral del niño

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