“Walkabouts” Integrated Physical Activities from Preschool to Second Grade: Feasibility and Effect on Classroom Engagement

Vazou, Spyridoula; Long, Katharine; Lakes, Kimberley D.; Whalen, Nicolle L.

doi:10.1007/s10566-020-09563-4

Cited by 9 publications

(4 citation statements)

References 60 publications

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“…Adsiz et al (2012) [61] No AB Amicone et al (2018) [62] No AB Bartholomew et al (2018) [63] No attention: Time on task Ben-Zeev et al (2020) [64] No AB: PE lesson Blasche et al (2018) [65] No attention Budde et al (2008) [28] No proper CG: PE lesson Chou et al (2020) [66] No AB: PE lesson Chrismas et al (2019) [67] No AB Contreras et al (2020) [68] Not written in English. No control group No AB Gonzalez et al (2020) [72] Not written in English Grieco et al (2016) [73] No attention: Time on task Howie et al (2015) [74] No attention Howie et al (2014) [75] No attention: Time on task Kubesch et al (2009) [76] No AB: PE lesson Mahar (2011) [77] Review Mavilidi et al (2020) [78] No attention: Time on task Mazzoli et al (2019) [79] No [85] Not written in English Owen et al (2018) [86] No AB Pesce et al (2013) [87] No AB Ruiz-Ariza et al (2021) [88] Not written in English Sánchez-López et al (2015) [89] Protocol Sugahara et al (2018) [90] No AB Tan et al (2016) [4] No attention: Time on task Vazou, et al (2020) [91] No attention: Observation [92] Protocol Watson et al (2019) [93] No attention: Classroom behavior Webster et al (2015) [94] No attention: Time on task AB: active break, CG: control...…”

Section: Conflicts Of Interestmentioning

confidence: 99%

Active School Breaks and Students’ Attention: A Systematic Review with Meta-Analysis

et al. 2021

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School physical activity breaks are currently being proposed as a way to improve students’ learning. However, there is no clear evidence of the effects of active school breaks on academic-related cognitive outcomes. The present systematic review with meta-analysis scrutinized and synthesized the literature related to the effects of active breaks on students’ attention. On January 12th, 2021, PubMed, PsycINFO, Scopus, SPORTDiscus, and Web of Science were searched for published interventions with counterbalanced cross-over or parallel-groups designs with a control group, including school-based active breaks, objective attentional outcomes, and healthy students of any age. Studies’ results were qualitatively synthesized, and meta-analyses were performed if at least three study groups provided pre-post data for the same measure. Results showed some positive acute and chronic effects of active breaks on attentional outcomes (i.e., accuracy, concentration, inhibition, and sustained attention), especially on selective attention. However, most of the results were not significant. The small number of included studies and their heterogeneous design are the primary limitations of the present study. Although the results do not clearly point out the positive effects of active breaks, they do not compromise students’ attention. The key roles of intensity and the leader of the active break are discussed. INPLASY registration number: 202110054.

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Section: Conflicts Of Interestmentioning

confidence: 99%

Active School Breaks and Students’ Attention: A Systematic Review with Meta-Analysis

et al. 2021

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“…Programs with cognitively engaging physical activity aiming at kindergarten children may offer a smoother transition to the school environment. Previous research found kindergarten to be more responsive to improvements on attention and behavioral control compared to preschool and 2nd grade children (Vazou et al, 2021). Further examination of the feasibility and effectiveness of the program with kindergarteners is warranted.…”

Section: Discussionmentioning

confidence: 93%

Cognitively Engaging Physical Activity for Targeting Motor, Cognitive, Social, and Emotional Skills in the Preschool Classroom: The Move for Thought preK-K Program

Vazou

Mavilidi

2021

Front. Psychol.

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Despite the growing body of research indicating that integrated physical activity with learning benefits children both physically and cognitively, preschool curricula with integrated physical activities are scarce. The “Move for Thought (M4T) preK-K” program provides activities on fundamental motor skills that are integrated with academic concepts, executive function, and social-emotional skills in the preschool environment. The aim of this study was to evaluate the feasibility, usability, and effectiveness of the M4T preK-K program over an eight-week period in 16 preschool centers (N=273; Mage=4.22 SD=0.61) that were randomly assigned to the intervention (8 M4T; n=138; Mage=4.31 SD=0.61) and the control (8 traditional; n=135; Mage=4.13 SD=0.60) group. In both groups, teacher ratings of children’s attention, behavioral control, and social skills (i.e., cooperation, assertion, and self-control) in the classroom, as well as children’s perceived motor skill competence and executive functions, were collected before and after the intervention. A daily teacher log measured intervention fidelity and perceived experiences with the program. Results showed a significant improvement on attention scores for children in the M4T preK-K group, compared to the control group. No significant differences emerged for behavioral control, social skills, executive functions, and perceived motor competence among groups. A significant time effect was evident for executive functions, with both groups improving over time. Further, the program was well-received, easy to implement in the preschool classroom and with high rates of satisfaction for both children and teachers. The M4T preK-K program is promising in helping teachers prepare preschool children for future educational success.

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“…Son muchos los estudios que postulan que realizar ejercicio físico beneficia las capacidades cognitivas (Best, 2010;Biino et al, 2021;Tomporowski et al, 2008;Manzano-Sánchez y Jiménez-Parra, 2021;Padial et al, 2021;Shoval et al, 2018;Xue, 2019) destacando, entre otras, en la mejora de las funciones ejecutivas (Lundy y Trawick-Smith, 2021) o la autorregulación en niños (Vazou et al, 2021). Sin embargo, no están claros los mecanismos a través de los que se consiguen esas mejoras o las causas que permiten alcanzarlas, dado que también hay estudios que no han encontrado mejoras tras intervenciones al realizar ejercicio físico (Stein et al, 2017;Wen et al, 2018).…”

Section: Introductionunclassified

Impacto de una propuesta con aprendizaje basado en juego en educación física sobre el compromiso cognitivo y nivel disfrute en preescolares

Fernández Caballero,

Ureña-Ortín,

Alarcón-López

2023

J. Univers. Mov. Perfom.

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Diferentes investigaciones han comprobado que las actividades lúdicas y motrices aportan numerosos beneficios en la dimensión bio-psico-social de los infantes. En esta línea, el ejercicio físico con implicación cognitiva se ha comprobado que es la alternativa más alentadora para promover mejoras cognitivas en el alumnado. El objetivo de este estudio fue verificar si una propuesta de juego motor gamificado con implicación cognitiva poseía las características necesarias para generar mejoras en las capacidades cognitivas, en concreto, un suficiente compromiso cognitivo y grado de disfrute. En el estudio se utilizó un diseño exploratorio y participaron 19 niños (14 niñas y 5 niños) de 5 años. Se diseñó una propuesta lúdica con Aprendizaje Basado en Juegos junto con algunos elementos propios de la Gamificación a través del Juego el fantasma Blitz en movimiento. Se evaluaron el nivel de disfrute y compromiso cognitivo. También fue aplicada la matriz DAFO Y CAME, para valorar el diseño de la propuesta educativa. Los resultados evidenciaron que el nivel de compromiso cognitivo fue elevado (M = 2.16) al igual que el grado de disfrute global (M = 8.16). Los resultados DAFO y CAME demostraron que la metodología empleada y los materiales constituyeron un fuerte elemento motivacional para el alumnado, favoreciendo su implicación en el juego. En conclusión, este trabajo ha permitido verificar la validez de la tarea para su uso dentro de intervenciones que tengan como objetivo el desarrollo físico-cognitivo del alumno, así como realizar un mayor ajuste de estas a las capacidades infantiles, mejorando la práctica docente y obteniendo programas de una mayor calidad.

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“Walkabouts” Integrated Physical Activities from Preschool to Second Grade: Feasibility and Effect on Classroom Engagement

Cited by 9 publications

References 60 publications

Active School Breaks and Students’ Attention: A Systematic Review with Meta-Analysis

Active School Breaks and Students’ Attention: A Systematic Review with Meta-Analysis

Cognitively Engaging Physical Activity for Targeting Motor, Cognitive, Social, and Emotional Skills in the Preschool Classroom: The Move for Thought preK-K Program

Impacto de una propuesta con aprendizaje basado en juego en educación física sobre el compromiso cognitivo y nivel disfrute en preescolares

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