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Physical activity, perceptual-motor performance, and academic learning in 9-to-16-years-old school children
Abstract
The relationship between physical activity in school children, academic performance and their perceptual-motor skills is unclear. The aim of this study was to look at the relationship between perceptual-motor and cognitive skills. 487 subjects (249 girls, 238 boys) from 6 public centres of primary and secondary schools in the Barcelona area (Spain) volunteered to participate in this study. The participants were divided into two groups (9-12 years old) and (13-16 years old). Four tests were used to evaluate cognitive (Linguistic Skills [LS] and Math Skills [MS]) and perceptual-motor skills (Tower of Cubes [TC] and Target Throwing ITT]). Stepwise multiple linear regression analyses demonstrated that TC and age were significant predictors of Linguistic Skills (LS) and Math Skills (MS) in both age groups. (R2=0.64, 9-12 years old) and (R2=0.45, 13-16 years old). The results from this study suggest that enhanced motor skills are associated with better academic performance.
... While an intense bout of exercise has been shown to improve subsequent cognitive performance, even in adolescents, the effects of team games (of which soccer is the most popular and Ultimate Frisbee games) have received little or no attention. Taking into account the fact that the performance of children with obesity on WM tests is lower than that of children of normal weight [27,28], it is important to assess the effects of play-based exercise that children enjoy and chooses to participate, in a range of cognitive functions such as WM, particularly for those children with poor physical fitness, such as children with overweight or obesity [29,30]. ...
This study examined the effect of small-sided football games (SSFG) and small-sided Ultimate Frisbee games (SSUFG) on working memory, response times, and feeling mood of boys with overweight. Twenty-eight boys (age 12.23 ± 1.58 years) participated in two trials during physical education lessons (20-min SSFG and 20-min SSUFG) in a counterbalanced, randomized crossover design. The response times and feeling mood were measured for all participants post-exercise through the Sternberg paradigm and feeling scale. For the response times, the paired samples t-test revealed a significantly better reaction time after SSUFG at the “One item level” of the Sternberg paradigm (p = 0.014, Hedges’ g = 0.27, small effect) and (p = 0.010, Hedges’ g = 0.74, medium effect), at “Three item level” (p = 0.000106, Hedges’ g = 1.88, very large effect). The SSFG also showed vigor at the “Five item level” (p = 0.047, Hedges’ g = 0.61, medium effect). For the feeling mood, the feeling score was significantly higher after the SSUFG session than the SSFG session and the increase in feeling scores observed after switching from SSFG to SSUFG was significantly different (p < 0.001) from the decrease observed in feeling scores after switching from SSUFG to SSFG. Therefore, the results of the study allow the teacher to introduce new sports and reflect on the motor tasks he or she proposes for boys with overweight during physical education classes.
... Assumptions that students with better academic performance will have better cardiorespiratory fitness and strength compared to less academically successful peers have been confirmed, but other components of physical fitness are also important for correlation. Morales et al. (2011) report on the link between Mathematics and movement coordination. This is not surprising, as better coordination of movement is associated with better memory (Niederer et al., 2011). ...
The purpose of the study was to determine whether students differ in terms of their physical fitness according to their academic achievements in mathematics, language (Slovene) and PE. The sample comprised 467 participants: 250 males and 217 females. In order to assess physical fitness levels, eight different tests from the Eurofit test battery were conducted. The academic performance of children was defined on the basis of three criteria: final grades in mathematics, final grades in Slovene language and final grades in the subject of sports. An independent t-test and a multiple regression analysis were performed to determine the relationship between various physical fitness tests and academic achievement. The most important finding of our study is that physical fitness is related to academic achievement in preadolescent children. Children with better academic achievements performed better in most physical fitness tests than peers who had poorer academic performance.
... In Kindergarten students, the form of physical activity that contains perceptual motor elements and is packaged in the form of play is very important. This is based on the findings of several research results, including: (1) there is a relationship between academic ability and perceptual motor skills, (Nourbakhsh, 2006); (2) the ability of spelling, reading, and mathematics of children aged 4-6 years is influenced by perceptual motor in terms of kinesthetic, visual, and auditory, (Dhingra et al., 2010); (3) cognitive skills of preschool children are influenced by physical activity programmed in a certain period, (Hosseini et al., 2011); (4) academic achievement is influenced by perceptual motor skills, children have good cognitive if supported by good perceptual motor skills, (Morales et al., 2011); (5) motor skills have a relationship with academic performance, in mathematics for grade 1 elementary school children, (Macdonald et al., 2020); (6) Perceptual motor has a relationship with basic motor skills in children aged 5-7 years, (Hyungmin & Johan, 2012); (7) the perceptual motor program intervention in children aged 6-7 years is effective in improving gross and fine motor skills as well as reading and spelling abilities., (Botha & Africa, 2020); (8) the perceptual motor exercise program can develop agility, running, balance, coordination and strength abilities in children aged 8-11 years who experience High Function Autistic Disorder., (Azar & Akbar, 2018); (9) the perceptual motor program given to Kindergarten children aged 4-6 years can improve gross and fine motor skills, (Sajedi & Barati, 2014); (10)perceptual motor development can be developed optimally in children aged 3-6 years, (Johnstone & Ramon., 2011); (11)the involvement of perceptual motor elements in the task of motion, through a form of play, really needs to be done by the teacher, in order to attract and make students happy, (Ningrum & Sukoco, 2017); and (12) Perceptual Motor Training (PMT) has an influence on gross motor development of children aged 5-6 years. Motor improvement rough child can be seen from the child who is able to do a variety kinds of locomotor motion, manipulative motion, and balance with correct and directed, (Lukmawati et al., 2019). ...
This research and development aims to produce perceptual motor tests for children aged 5-6 years. The development procedure adapted the Borg and Gall model, namely: (1) the preliminary study and planning stage, (2) the product development stage, (3) the expert validation stage, 4) the trial phase, and (5) product revision. The trial subjects used 10 children aged 5-6 years. The data used in this research are quantitative and qualitative data. Quantitative data were obtained from the results of the validation of the perceptual motor test draft and trials. Qualitative data obtained from the results of a questionnaire in the form of input and suggestions from material experts and practitioners. The data collection instrument used questionnaire guidelines. The questionnaire was used to get input from material experts and practitioners. The product can be said to be accepted and used must be tested for validity and reliability. Material expert validation test based on content validity and reliability testing using observation reliability with Alpha Cronbach. The results of the product developed show that perceptual motor tests for children aged 5-6 years are acceptable and in accordance with aspects of perceptual motor elements. The reliability test result was 0.930.
... In Kindergarten students, the form of physical activity that contains perceptual motor elements and is packaged in the form of play is very important. This is based on the findings of several research results, including: (1) there is a relationship between academic ability and perceptual motor skills, (Nourbakhsh, 2006); (2) the ability of spelling, reading, and mathematics of children aged 4-6 years is influenced by perceptual motor in terms of kinesthetic, visual, and auditory, (Dhingra et al., 2010); (3) cognitive skills of preschool children are influenced by physical activity programmed in a certain period, (Hosseini et al., 2011); (4) academic achievement is influenced by perceptual motor skills, children have good cognitive if supported by good perceptual motor skills, (Morales et al., 2011); (5) motor skills have a relationship with academic performance, in mathematics for grade 1 elementary school children, (Macdonald et al., 2020); (6) Perceptual motor has a relationship with basic motor skills in children aged 5-7 years, (Hyungmin & Johan, 2012); (7) the perceptual motor program intervention in children aged 6-7 years is effective in improving gross and fine motor skills as well as reading and spelling abilities., (Botha & Africa, 2020); (8) the perceptual motor exercise program can develop agility, running, balance, coordination and strength abilities in children aged 8-11 years who experience High Function Autistic Disorder., (Azar & Akbar, 2018); (9) the perceptual motor program given to Kindergarten children aged 4-6 years can improve gross and fine motor skills, (Sajedi & Barati, 2014); (10)perceptual motor development can be developed optimally in children aged 3-6 years, (Johnstone & Ramon., 2011); (11)the involvement of perceptual motor elements in the task of motion, through a form of play, really needs to be done by the teacher, in order to attract and make students happy, (Ningrum & Sukoco, 2017); and (12) Perceptual Motor Training (PMT) has an influence on gross motor development of children aged 5-6 years. Motor improvement rough child can be seen from the child who is able to do a variety kinds of locomotor motion, manipulative motion, and balance with correct and directed, (Lukmawati et al., 2019). ...
Penelitian dan pengembangan ini bertujuan untuk menghasilkan tes perseptual motorik untuk anak usia 5-6 tahun. Prosedur pengembangannya mengadaptasi model Borg and Gall, yaitu: (1) tahap studi pendahuluan dan perencanaan, (2) tahap pengembangan produk, (3) tahap validasi ahli, (4) tahap uji coba, dan (5) revisi produk. Subjek uji coba menggunakan 10 anak usia 5-6 tahun. Data yang digunakan dalam penelitian ini berupa data kuantitatif dan kualitatif. Data kuantitatif diperoleh dari hasil validasi draf tes perseptual motorik dan uji coba. Data kualitatif diperoleh dari hasil kuesioner yang berupa masukan dan saran dari para ahli materi dan praktisi. Instrumen pengumpulan data menggunakan pedoman kuesioner. Kuesioner digunakan untuk mendapatkan masukan dari para ahli materi dan praktisi. Produk dapat dikatakan dapat diterima dan digunakan harus dilakukan uji validitas dan reliabilitas. Uji validasi ahli materi berdasarkan validitas isi dan pengujian reliabilitas menggunakan reliabilitas pengamatan dengan Alpha Cronbach. Hasil produk yang dikembangkan menujukkan bahwa tes perseptual motorik untuk anak usia 5-6 tahun dapat diterima dan sesuai dengan aspek dalam unsur perseptual motorik. Hasil uji reliabilitas tes adalah 0,930. Perceptual Motor Test for Children Aged 5-6 Years Old Abstract This research and development aim to produce perceptual-motor tests for children aged 5-6 years. The development procedure is to adapt the Borg and Gall model, namely: (1) preliminary study and planning stages, (2) product development stage, (3) expert validation stage, (4) trial phase, and (5) product revision. The data used in this research are quantitative and qualitative data. Quantitative data were obtained from the results of the validation of the perceptual-motor test draft and trial test. Qualitative data were obtained from the results of the questionnaire in the form of input and advice from material experts and practitioners. Data collection instruments using questionnaire guidelines. The questionnaire was used to obtain input from material experts and practitioners. Products that can be said to be acceptable and used must be tested for validity and reliability. Material expert validation test based on content validity and reliability testing using observational reliability with Alpha Cronbach. The results of the product developed show that perceptual-motor tests for children aged 5-6 years are acceptable and in accordance with aspects in the perceptual-motor element. The reliability test results are 0.930.
... Estudios previos analizaron de forma transversal la relación entre el nivel de condición física general y el rendimiento cognitivo en jóvenes, obteniendo en todos ellos resultados positivos (Morales et al., 2011;Planinsec y Pisot, 2006). De forma similar a nuestro estudio, Chen et al. (2013) comprobaron que la resistencia cardiorrespiratoria es la capacidad física que en mayor medida se asocia con la cognición. ...
El objetivo del presente estudio fue analizar la asociación del nivel de condición física con variables de rendimiento cognitivo como memoria, cálculo matemático, velocidad de razonamiento lingüístico y creatividad. La muestra estaba formada por 163 adolescentes (78 chicas y 85 chicos) de 13,9 ±1,4 años. La memoria se evaluó mediante una adaptación propia basada en la prueba RIAS. Para el cálculo matemático y el razonamiento lingüístico se usaron tests ad hoc y para la creatividad el test CREA. Los análisis mostraron que la resistencia cardiorrespiratoria de los jóvenes se asocia a mejores niveles de memoria (p = ,027), cálculo matemático (p = ,035), razonamiento lingüístico (p = ,014) y creatividad (p = ,005), independientemente de la edad, sexo e índice de masa corporal de los jóvenes. Sin embargo, mejores niveles de velocidad-agilidad, fuerza y flexibilidad no se relacionaron con mejoras en ninguna de las variables dependientes analizadas (todos p > ,05). Se concluye que la resistencia cardiorrespiratoria es el componente de la condición física que en mayor medida se relaciona con altas capacidades cognitivas de los jóvenes. Se sugiere, que desde la Educación Física se implementen programas específicos para incrementar el nivel de capacidad cardiorrespiratoria, con prácticas sistemáticas especialmente durante el periodo extraescolar. Abstract: The aim of the present study was to analyze the association of the level of physical fitness with variables of cognitive performance such as memory, mathematical calculation, speed of linguistic reasoning, and creativity. The sample consisted of 163 adolescents (78 girls and 85 boys) aged 13.9 ± 1.4 years old. Memory was evaluated through an own adaptation based on the RIAS test. Ad hoc tests were used for mathematical calculation and linguistic reasoning, and the CREA test for creativity. The analyses showed that youth’s cardiorespiratory fitness is associated with better levels of memory (p = ,027), mathematical calculation (p = ,035), linguistic reasoning (p = ,014), and creativity (p =,005) regardless of age, sex, and body mass index. However, better levels of speed-agility, strength, and flexibility were not related with improvements in any of the dependent variables analyzed (all p > ,05). Cardiorespiratory fitness is the physical fitness component with the highest relation with cognitive abilities in youngsters. We suggest the implementation of specific programs aimed at increasing cardiorespiratory fitness levels through Physical Education, especially employing systematic physical activity practices during the extracurricular period.
... It was concluded that physical fitness is a strong indicator of academic achievement. Morales et al. (2011) conducted a study to establish the relationship between physical activity, perceptual motor performance and academic achievement of 9-16 years age group school children. To conduct the study 487 school children were selected as sample. ...
... Among the tools that measure cognition, we find Raven's Standard Progressive Matrices (RSPM), which is one of the most widely used nonverbal and culture-free tests in the study of Fluid intelligence. The G-factor (Gf) is defined as reasoning ability, and the ability to generate, transform, and manipulate different types of novel information in real time (23). By using RSPM we quantify individual differences in domain-general cognitive abilities such as perception, memory, and reasoning ability (24). ...
Background:
Many studies results suggest how can we improve the academic performance for our kids. The purposes of this study were to examine how physical activity could affect both academic achievement and fluid intelligence in adolescence.
Study design:
We measured the three variables (physical, cognitive, academic) and try to find the correlations between them.
Methods:
A total of 167 adolescents (mean age = 16.34 years SD = 1.2) from Morocco are participating in this study. The cardiorespiratory fitness was measured with the20 m endurance shuttle-run test. We also assessed the Resistance capacity with 500m sprint test. The academic achievement was assessed by school grades. The fluid intelligence was assessed by using Raven's Standard Progressive Matrices. We examined the correlation between all variables.
Results:
This study indicates that the academic achievement was positively associated with the Fluid Intelligence and also with the Resistance Capacity and not with Cardiorespiratory Fitness (VO2peak).
Conclusions:
We can conclude that the professionals and researchers in sports and education have to promote physical activity at the school age for a public health purpose.
RESUMEN: El presente estudio trata de analizar la existencia de relaciones entre las actitudes hacia la actividad físico-deportiva y el rendimiento académico universitario desde una perspectiva transcultural. Este estudio se ha basado en dos muestras de estudiantes universitarios españoles y portugueses matriculados en estudios de Turismo. La muestra de estudiantes españoles se compone de 108 alumnos, mientras que la muestra de estudiantes portugueses está formada por 92 alumnos. El análisis psicométrico se ha llevado a cabo a través de un análisis de estructuras latentes. Para ello, se ha usado la escala de actitudes hacia la actividad física y el deporte de Dosil (2002). Los resultados han indicado la existencia de una relación directa entre las actitudes hacia la actividad físico-deportiva y el rendimiento académico, pero solo en la muestra de estudiantes masculinos españoles. Además, se ha confirmado la validación de la escala de actitudes hacia la actividad física y el deporte. RELAÇÃO ENTRE ATITUDES EM À ATIVIDADE FÍSICA E AO DESPORTO E DESEMPENHO ACADÉMICO DOS ESTUDANTES UNIVERSITÁRIOS ESPANHÓIS E PORTUGUESES RESUMO: O objetivo deste estudo é analisar a relação entre as atitudes em relação à atividade física e ao desporto e o desempenho académico na universidade a partir de uma perspectiva transcultural. Este estudo foi baseado em duas amostras de estudantes universitários espanhóis e portugueses que estudam Turismo. A amostra de estudantes espanhois é composto por 108 alunos, enquanto a amostra de alunos portugueses é composta por 92 alunos. A análise psicométrica foi realizada através de análise de estruturas latentes. Para este fim, foi utilizada a escala do Dosil (2002) de atitudes em relação à atividade física e ao desporto. Os resultados obtidos mostram uma relação direta entre atitudes em relação à atividade física e desempenho académico, mas somente na amostra de alunos do género masculino espanhóis. Também foi confirmada a validação da escala de atitudes em relação à atividade física e ao desporto. PALAVRAS CHAVES: Atitude, desempenho académico, estudantes universitarios, escala. ABSTRACT: The propose of this study is to analyse the existing relationship between attitudes towards physical activity and sports and academic performance at university level from a cross-cultural perspective. This study is based on two samples of Spanish and Portuguese college students from the Degree in Tourism. The sample of Spanish students comprises 108 students, while the sample of Portuguese students comprises 92 students. Psychometric analysis through latent structure analysis is conducted. For this, the Dosil's (2002) scale of attitudes towards physical activity and sports was used. The results show a direct relationship between attitudes towards physical activity and academic performance, yet only in the sample of Spanish male students. Moreover, it was confirmed the validation of scale of attitudes towards physical activity and sports. En los últimos años se ha reforzado la tendencia a vincular el ejercicio físico con los hábitos saludables de las personas. Como observan Keating, Guan, Piñero y Bridges (2005), la participación en actividades físicas y deportivas supone uno de los principales factores para mantener un buen estado de salud en la sociedad actual. En cambio, el entorno socio-laboral en el que se desenvuelve la vida contemporánea ha reducido en gran medida la demanda de actividad física y deportiva (e.g.,
Several studies have tried to establish the factors that underlie mathematical ability across development. Among them, spatial and motor abilities might play a relevant role, but no studies jointly contemplate both types of abilities to account for mathematical performance. The present study was designed to observe the roles of spatial and motor skills in mathematical performance. A total of 305 children aged between 6 and 8 years took part in this study. A generalized linear regression model with mathematical performance as a dependent variable was performed. Results revealed that Block design (as a visuospatial reasoning measure) accounted for mathematical performance, especially among 6- and 7-year-olds but not in 8-year-olds. After controlling for the effect of the block design, mental rotation and manual dexterity predicted mathematical performance. These findings highlight the role of underlying cognitive (spatial) and motor abilities in supporting mathematical achievement in primary school children.
A review of the literature indicates that acute bouts of physical activity exert short-term positive benefits on the behavior and cognitive functioning of youths without clinical disorders and on youths who have difficulty focusing attention, controlling impulsive actions, or who evidence high levels of motor activity. Prior research conducted has been largely atheoretical. Information-processing models are suggested to provide a framework for assessing the impact of physical activity and cognition and behavior.
The objective of this study was to examine the association of scholastic performance with physical activity and fitness of children. To do so, school ratings of scholastic ability on a five-point scale for a nationally representative sample of 7,961 Australian schoolchildren aged 7-15 years were compared with physical activity and fitness measurements. Consistently across age and sex groups, the ratings were significantly correlated with questionnaire measures of physical activity and with performance on the 1.6-kilometer run, sit-ups and push-ups challenges, 50-meter sprint, and standing long jump. There were no significant associations for physical work capacity at a heart rate of 170 (PWC170). The results are concordant with the hypothesis that physical activity enhances academic performance, but the cross-sectional nature of the observations limits causal inference, and the disparity for PWC170 gives reason to question whether the associations were due to measurement bias or residual confounding.
Con frecuencia se especula sobre los vínculos que pueden relacionar el desarrollo de la motricidad y el desarrollo cognoscitivo; muchos han sido los autores que han tratado este aspecto y numerosos los estudios resultantes. En el ámbito de la educación física, también se han despertado inquietudes en este sentido, ya que a menudo han surgido creencias, basadas generalmente en la intuición, de que un buen desarrollo motriz generaba necesariamente un buen rendimiento cognoscitivo. Este estudio quiere detectar las posibles relaciones entre registros motores e intelectuales agrupados en tres bloques: Habilidades motrices globales y finas, habilidades motrices implicadas en la educación escolar y aptitudes mentales (verbal y numérica).
This article looks retrospectively at lessons learned from the Trois-Rivières physical education study. A brief review of the experimental design shows 546 students assigned by class cohort to either an additional 5 hours of quality physical education per week in grades 1 through 6, or a control treatment (minimal physical education by the homeroom teacher). Strengths of the study include a quasi-experimental design, a prolonged and well-defined intervention, assessment of compensation for the program, continuation of observations into middle age, collection of data in urban and rural environments, consistency of teaching staff and technical personnel, documentation of changes in academic achievement, assessment of bone maturation, a carefully constructed database, and control for cross-contamination. Limitations include some secular change, limited information on pubertal stages, difficulty in generalizing findings to an English-speaking environment, and some rigidity in the statistical design. The study demonstrates that cardiorespiratory function, muscle strength, and field performance can all be enhanced in primary school with no negative impact on academic work. Further, attitudes, behavior, and function are favorably influenced in adults. Future studies should seek out stable populations, define interventions closely, contract with participants for a long-term follow-up, and assess the immediate and long-term impact on health and function. Above all, there is a need for a dedicated principal investigator who will devote his or her entire career to the longitudinal study.
This study examined the relationship between academic performance and physical activity participation using objective measures of scholastic achievement, and the effect of banding (academic tracking). The sample comprised 1,447 students (aged 13-17 years) in secondary grades 2, 4, and 6 (736 boys; 711 girls). Academic records were collected from the schools, and a participation questionnaire was administered to the students. School banding was found to be a significant predictor of participation time, and students from higher-banded schools had generally greater participation time than lower-band students. Conversely, perceived academic performance and potential tended to be higher for students with more participation time in physical activity, particularly so for the males. However, for actual academic grades this positive association was not found when banding was taken into consideration. No relationship was found for the middle- and high-band students, while a slight negative relationship was observed for the low-band students.
Nearly 200 studies have examined the impact that either acute or long-term exercise has upon cognition. Subsets of these studies have been reviewed using the traditional narrative method, and the common conclusion has been that the results are mixed. Therefore, a more comprehensive review is needed that includes all available studies and that provides a more objective and reproducible review process. Thus, a meta-analytic review was conducted that included all relevant studies with sufficient information for the calculation of effect size (W = 134). The overall effect size was 0.25, suggesting that exercise has a small positive effect on cognition. Examination of the moderator variables indicated that characteristics related to the exercise paradigm, the participants, the cognitive tests, and the quality of the study influence effect size. However, the most important finding was that as experimental rigor decreased, effect size increased. Therefore, more studies need to be conducted that emphasize experimental rigor.
School children and youth from Primary Grade 5 to Secondary Grade 7 (average age range, 9 to 18 years) in Hong Kong completed a sports participation questionnaire and rated their own academic performance (AP). Results of ANOVAs indicated that frequency and extent of participation tended to be significantly higher for students with high self-ratings than for students with less satisfactory self-reported performance, an.d that this trend was significantly stronger in females than males and present in all age groups. The correlations between participation and AP were generally significant but low. These results indicate that those who perceive themselves to be the better achievers in academic subjects are as a group the more frequent participants, with stronger motives for involvement in sport and physical activity. A prevalent fear among parents and teachers in Hong Kong, that regular sport participation could threaten academic achievement, appears unfounded.