Objective: There is interest in studying the relationship between cognition and motor skills for decades. However, there are few studies that provide scientific evidence on the relationship between motor coordination and academic performance. Therefore, a descriptive cross-sectional study was conducted with 163 Spanish schoolchildren aged 6-9 years. Motor coordination was measured with the GRAMI-2 Test. Academic performance was obtained through the average grades of the subjects of language, mathematics, natural science, social science, English and artistic. The variables were calculated: motor coordination index and overall academic performance. The results obtained showed that schoolchildren with a better motor coordination index had higher marks in language, mathematics, natural science and English (p between <.01 and <.05). Dividing the sample according to the global academic performance, those with a good academic performance showed a better coordination performance in lateral jumps (p = .021) and a better motor coordination index (p = .008). These results indicate the existence of a positive relationship between motor coordination and academic performance, which may be this bidirectional link. This study could have practical implications to be taken into account by physical education teachers, such as, the increase in opportunities for physical activity during school and after school hours through the development of programs based on coordinative exercise, and especially oriented towards those less competent at the motor level.
La atención se ha revelado como un mecanismo de control que desempeña un rol fundamental en la organización jerárquica de procesos no solo neurocognitivos sino también motivacionales y emocionales. La reciente evidencia científica que apoya la existencia de una relación directa entre ejercicio físico y atención demanda la necesidad de definir las premisas para el diseño de intervenciones con el objetivo de examinar qué tipo de actividad física puede influir de manera más efectiva en la evolución cognitiva preadolescente subyacente al ejercicio físico. El objetivo fue analizar el efecto sobre la atención de un programa de actividad física de alta intensidad. Se diseñó un estudio cuasi-experimental intrasujetos en el que participaron 24 niños y 20 niñas de 9-10 años pertenecientes a España. Se evaluó la atención mediante el Test de Caras. Se aplicó estadística no paramétrica para el análisis de datos (prueba de Wilcoxon). Se apreciaron efectos sobre las variables de aciertos, errores, omisiones, control inhibitorio y eficacia atencional (p entre .05 y < .001). Las diferencias se mantuvieron cuando se realizó un análisis diferenciado por sexo, excepto para las niñas en errores (p > .05). Los resultados sugieren que la realización de un programa de actividad física de alta intensidad, con 16 sesiones de 40-50 minutos de duración/sesión, basado en ejercicios de fuerza-resistencia muscular y desafíos cooperativos podría tener efectos positivos sobre la atención tanto en niños como en niñas de 9-10 años de edad.Abstract. Attention has been revealed as a control mechanism that plays a fundamental role in the hierarchical organization of processes that are not only neurocognitive but also motivational and emotional. Recent scientific evidence supporting the existence of a direct relationship between physical exercise and attention demands the need to define the premises for the design of interventions with the aim of examining which type of physical activity can more effectively influence preadolescent cognitive evolution underlying physical exercise. The objective was to analyze the effect of a high intensity physical activity program on attention. A quasi-experimental intra-subject study was designed. 24 boys and 20 girls aged 9-10 years old from Spain participated in the study. Attention was evaluated through the “Face Test”. Non-parametric statistics were applied for the data analysis (Wilcoxon test). Effects were observed on the variables of successes, errors, omissions, inhibitory control, and attentional efficacy (p between < .05 and <.001). The differences were maintained when a differentiated analysis was performed by sex, except for girls in errors (p > .05). The results suggest that the realization of a program of physical activity of high intensity, with 16 sessions of 40-50 minutes per session, based on muscular strength-endurance exercises and cooperative challenges, could have positive effects on attention in both boys as girls of 9-10 years of age.
This paper summarizes the main aspects of the design and qualification test results of the secondary mirror mechanism for the VISTA Telescope. A design overview is presented, with detailed description of the main aspects of the system including the electromechanical part and the control system. Also a description of the test facilities and test methodologies is provided prior to the presentation and discussion of the performance test results.
El ejercicio físico puede tener efectos beneficiosos sobre las funciones cognitivas y el rendimiento académico. Entre las funciones cognitivas, el estudio de la atención en escolares ha adquirido un especial interés por su posible influencia en aspectos concretos tales como el rendimiento académico o la integración social. El objetivo fue analizar el efecto agudo de una sesión de ejercicio físico aeróbico sobre la atención selectiva en una muestra de 48 niños y 40 niñas (Edad, M ± DT = 9.48 ± .505 años). Se empleó un diseño de estudio cuasi-experimental con un grupo control y otro experimental. El ejercicio físico consistió en recorrer una milla lo más rápidamente posible. Se midió la atención selectiva con el Test de Caras. El grupo experimental se dividió en dos subgrupos (menor v. mayor) según el tiempo empleado en la milla. Los resultados mostraron diferencias significativas en aciertos (p = .012), control inhibitorio (p = .020) y omisiones (p = .007) tras la intervención. Se detectó una correlación inversa entre el tiempo empleado en el ejercicio físico y aciertos (p = .022). El análisis de la varianza detectó registros superiores en aciertos (p = .047) en el grupo con menor tiempo empleado. Los resultados sugieren que la realización de una sesión de ejercicio físico aeróbico de corta duración podría tener efectos agudos positivos en la atención selectiva. La realización en menor tiempo de un ejercicio físico como la milla se relaciona con una mejor atención selectiva. Tener una mejor capacidad aeróbica podría relacionarse con una mayor atención selectiva. Abstract. Physical exercise can have beneficial effects on cognitive functions and academic performance. Among cognitive functions, the study of attention in schoolchildren has acquired special interest due to its possible influence on specific aspects such as academic performance or social integration. The objective was analyze the acute effect of an aerobic physical exercise session on selective attention in a sample of 48 boys and 40 girls (Age, M ± DT = 9.48 ± .505 years). A quasi-experimental study design with a control group and an experimental group was used. Physical exercise involves walking a mile as quickly as possible. Selective attention was measured with the Face Test. The experimental group was divided into two subgroups (minor v. major) according to the time spent in the mile. The results of the differences affected in correct answers (p = .012), inhibitory control (p = .020) and omissions (p = .007) after the intervention. An inverse correlation was detected between the time spent on physical exercise and correct answers (p = .022). The analysis of variance detected higher records in correct answers (p = .047) in the group with less time spent. The results suggest that performing a short duration aerobic exercise session could have positive acute effects on selective attention. Performing physical exercise like the mile in less time is related to better selective attention. A better aerobic capacity could be related to more selective attention.
El objetivo fue analizar la coordinación motriz según género, edad y nivel de actividad física. Estudio descriptivo-transversal realizado con 101 escolares de 6-8 años. Se midió la coordinación motriz con el Test 3JS, y la actividad física con el Test corto de actividad física Krece Plus. Los análisis de la varianza simple arrojaron los siguientes resultados: 1) los varones tuvieron un mejor desempeño motor que las mujeres en lanzamiento de precisión, golpeo de precisión, bote y conducción (p entre < .05 y < .001), mostrando una mejor coordinación motriz global (p = .002) y eficacia coordinativa (p< .001); 2) los escolares de 8 años tuvieron un mejor desempeño motor que sus semejantes de 6-7 años en giro, bote y conducción (p< .001), mostrando una mejor coordinación motriz global y eficacia coordinativa (p< .001 para ambos); 3) aquellos categorizados como más activos tuvieron un mejor desempeño motor que sus semejantes menos activos en bote y conducción(p = .001 para ambos), mostrando también una mejor coordinación motriz global y eficacia coordinativa (p = .001 para ambos). Los análisis de regresión lineal mostraron la capacidad predictiva del género, la edad y la actividad física sobre la coordinación motriz. Los resultados sugieren que tener un mayor nivel de actividad física, ser varón y tener una mayor edad son tres elementos diferenciadores de la coordinación motriz en escolares españoles de seis a ocho años.Abstract. The objective was to analyze the motor coordination according to gender, age and level of physical activity. Descriptive cross-sectional study carried out with 101 schoolchildren aged 6-8 years old. Motor coordination was measured with the 3JS Test, and physical activity with the Krece Plus Short Physical Activity Test. The analysis of the simple variance generated the following results: 1) boys had better motor performance than girls in precision throwing, precision hitting, ball jump, and ball movement (p between <.05 and <.001), showing better global motor coordination (p = .002) and coordination effectiveness (p <.001); 2) 8-year-old schoolchildren had better motor performance than 6-7 year-old schoolchildren in ball spin, ball jump, and ball movement (p <.001), showing better overall motor coordination and coordinating effectiveness (p <.001 for both); 3) those categorized as more active had better motor performance than their less active peers in ball jump and ball movement (p = .001 for both), also showing better overall motor coordination and coordination effectiveness (p = .001 for both). Linear regression analysis showed the predictive capacity of gender, age and physical activity on motor coordination. The results suggest that having a higher level of physical activity, being male and being older are three differentiating elements for motor coordination in Spanish schoolchildren aged six to eight years old.
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