Currently, there is great interest in the correlation between children’s physical activity and their academic performance. In this study, a pre-test/mid-test/post-test experimental strategy was used to avoid any disruption of educational activities, due to the random selection of children in each group. The experimental group was tested for eight months. We developed a methodology for innovative physical education classes and created a model of educational factors that encourage physical activity for children. The experimental group comprised 45 girls and 44 boys aged 6–7 years. The control group included 43 girls and 46 boys aged 6–7. Methods: Mathematical diagnostic progress tests were divided into two sections: tasks were allocated according to performance levels and the content as well as fields of activity and cognitive skills. The assessment of all areas of activity was based on student performance (unsatisfactory, satisfactory, basic, and advanced). Distribution of mathematical learning achievements by curriculum content: mathematical diagnosis was used to evaluate first-grade children’s mathematical knowledge and skills according to the five areas of the mathematics education curriculum: numbers and calculations; phenomena, equations, and inequalities; geometry, measures, and measurements; statistics and communication; and general problem-solving skills. The differences between the pre-test and mid-test results indicated that the number of children performing at a satisfactory level decreased (p = 0.035). The differences between the pre-test and post-test advanced (p = 0.038) and basic (p = 0.018) levels were found to be increased. Applying an innovative physical education program to first graders demonstrated a higher-level mathematics program in the areas of geometry, measures, and measurements; statistics; and communication and general problem-solving skills. Based on the interface between an innovative primary school physical education program and mathematics learning achievements, a research tool was developed that can be used in a quantitative research strategy.
(1) Background: It has been identified that schools that adopt at least two hours a week of physical education and plan specific contents and activities can achieve development goals related to physical level, such as promoting health, well-being, and healthy lifestyles, on a personal level, including bodily awareness and confidence in physical skills, as well as a general sense of well-being, greater security and self-esteem, sense of responsibility, patience, courage, and mental balance. The purpose of this study was to establish the effect of physical education programs on the physical activity and emotional well-being of primary school children. (2) Methods: The experimental group comprised 45 girls and 44 boys aged 6–7 years (First Grade) and 48 girls and 46 boys aged 8–9 years (Second Grade), while the control group comprised 43 girls and 46 boys aged 6–7 years (First Grade) and 47 girls and 45 boys aged 8–9 years (Second Grade). All children attended the same school. The Children’s Physical Activity Questionnaire was used, which is based on the Children’s Leisure Activities Study Survey questionnaire, which includes activities specific to young children (e.g., “playing in a playhouse”). Emotional well-being status was explored by estimating three main dimensions: somatic anxiety, personality anxiety, and social anxiety. The Revised Children’s Manifest Anxiety Scale (RCMAS) was used. (3) Results: When analysing the pre-test results of physical activity of the 6–7- and 8–9-year-old children, it turned out that both the First Grade (92.15 MET, min/week) and Second Grade (97.50 MET, min/week) participants in the experimental group were physically active during physical education lessons. When exploring the results of somatic anxiety in EG (4.95 ± 1.10 points), both before and after the experiment, we established that somatic anxiety in EG was 4.55 ± 1.00 points after the intervention program, demonstrating lower levels of depression, seclusion, somatic complaints, aggression, and delinquent behaviours (F = 4.785, p < 0.05, P = 0.540). (4) Conclusions: We established that the properly constructed and purposefully applied eight-month physical education program had positive effects on the physical activity and emotional well-being of primary school children (6–7 and 8–9 years) in three main dimensions: somatic anxiety, personality anxiety, and social anxiety. Our findings suggest that the eight-month physical education program intervention was effective at increasing levels of physical activity. Changes in these activities may require more intensive behavioural interventions with children or upstream interventions at the family and societal levels, as well as at the school environment level. These findings have relevance for researchers, policy makers, public health practitioners, and doctors who are involved in health promotion, policy making, and commissioning services.
Cognitive skills predict academic performance, so schools that try to improve academic performance might also improve cognitive skills. The purpose of this study was to determine the effect of achievements in mathematics on cognitive ability in primary school. Methods: Participants: 100 girls and 102 boys aged 9–10 years (the fourth grade) were selected from three schools. A diagnostic test of cognitive abilities (DTCA) was created by the authors of the article for the assessment of primary school students’ cognitive abilities. The diagnostic cognitive ability test was based on Reuven Feuerstein’s theory of dynamic cognitive modality assessment, the problem-solving model, and followed the mathematics curriculum for grade 4. The tasks of the test were distributed according to the cognitive function: systematic exploration, spatial orientation, sequencing, image recognition, recognizing and understanding relationships, collecting and processing information, algorithm development, data management (classification), and construction of combinations. Achievements in mathematics: they were collected systematically using short- and medium-term mathematics tests, and the levels of achaievement were defined of grade 4 primary school students to assess individual learner performance, anticipate their learning strengths and weaknesses, and shape their subsequent learning process. Results: With regard to the relationships between cognitive functions and achievement level, Spearman’s correlation analysis revealed the relationships between the following cognitive functions: systematic exploration and spatial orientation (Spearman q = 0.276, p = 0.022), systematic exploration and designing an algorithm development (Spearman q = 0.351, p = 0.003), spatial orientation and data management (Spearman q = 0.274, p = 0.023), sequencing and combination construction (Spearman q = 0.275, p = 0.022), and sequencing and recognizing and understanding relationships (Spearman q = 0.243, p = 0.044). Conclusions: (1) The internal validity of the diagnostic test of cognitive abilities was supported by significant correlations between cognitive functions and mathematics achievement. This suggests that this methodology of the diagnostic cognitive ability test can be used to assess the cognitive abilities of primary school students. (2) The diagnostic test of cognitive abilities showed that the majority of primary school students reached higher levels of achievement in a systematic inquiry (systematic, non-impulsive, planned behavior when collecting data or checking information). A difference was observed in the ability of students to navigate in space and follow directions for primary school students at a satisfactory or higher level. Primary school students’ performance in identifying the rule for the sequencing of elements, finding missing elements, and extending the sequences was at the basic and advanced levels. (3) The results of the study showed the reciprocal correlation between achievements in mathematics and cognitive function of primary school students. The two phases that caused difficulties for students were revealed: understanding the problem and carrying out the plan phase.
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