From Efficacy to Effectiveness of a “Whole Child” Initiative of Physical Activity Promotion

Pesce, Caterina; Leone, Liliana; Motta, Anna; Marchetti, Rosalba; Tomporowski, Phillip D.

doi:10.1249/tjx.0000000000000002

Cited by 5 publications

(2 citation statements)

References 29 publications

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“…Generalizability should also be tested by means of translational research looking at implementation processes and trade-offs between implementation fidelity and adaptability to different contexts. To this aim, the overall educational model in PE for the present study has been submitted to process evaluation both at local level (Pesce, Leone, Motta, Marchetti, & Tomporowski, 2016) and in a national scaling-up phase promoted by the Italian Ministry of Education (Pesce et al, 2019).…”

Section: Limitations and Conclusionmentioning

confidence: 99%

Fostering Self‐Control Development With a Designed Intervention in Physical Education: A Two‐Year Class‐Randomized Trial

et al. 2020

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This study evaluated whether a theory-based intervention in physical education (PE) designed to train selfcontrol may positively impact children's quick-temperedness and disruptiveness and whether changes in executive functions (EFs) may be a correlate or antecedent of such effects. One hundred and sixteen children aged 8-9 years participated in a 2-year intervention and completed three assessments at baseline, 6-and 18-month follow-ups in quick-temperedness and disruptiveness, hot and cool EFs. After the intervention, children in the intervention group showed lower quick-temperedness and disruptiveness and improvement in hot EF. Changes over the intervention period were moderately associated and showed marginal evidence of causal ordering, suggesting that designed PE may benefit self-control through a possible linkage to hot EF improvement.Self-control plays an important role in healthy personal and social development, as it represents a key to health, wealth, safety, and success in multiple life domains (Moffitt et al., 2011). For this reason, the development and study of interventions to improve self-control as early as childhood is viewed as a priority not only in basic research on the self but also in applied research with practical value for educators, parents, and coaches involved in school-, family-, and community-based interventions (Berkman, Graham, & Fisher, 2012). There are two main approaches to fostering self-control (Beames, Schofield, & Denson, 2018): one through training-specific cognitive functions (i.e., cognitive approach) and the other through training behavioral and socioemotional self-regulation processes that rely on self-control resources (i.e., energetic approach; Figure 1). Fostering Self-Control Through Executive Function TrainingExecutive function (EF) is an umbrella term comprising a set of higher-level cognitive control processes which enable one to self-direct behavior toward a goal, adapt it to novel situations breaking out of habitual thoughts and actions, flexibly plan, and make decisions (Diamond, 2013). TheyWe thank the children, the school principals, the generalist class teachers, the physical education specialist teachers, and their coordinator Davide Tibaldi for their valuable contribution and Emiliano Mazzoli for precious statistical advice. Preliminary results were mentioned as one of the multiple outcomes to evaluate efficacy and effectiveness of the broader Corporate Social Responsibility initiative (

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Section: Limitations and Conclusionmentioning

confidence: 99%

Fostering Self‐Control Development With a Designed Intervention in Physical Education: A Two‐Year Class‐Randomized Trial

et al. 2020

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“…To pursue holistic child development goals in multiple motor and non-motor domains, the intervention was designed in a theory-based manner, including key elements of the enriched PE intervention that preceded the cross-over trial [ 42 , 45 ]. However, according to the progression of objectives of current PE and school sport curricula from motor literacy to sport-related knowledge and skills transitioning from lower to higher school grade levels [ 46 ], the enriched PE program for 5th-graders involved in the present study was implemented in a multisport PE context centered on team games.…”

Section: Methodsmentioning

confidence: 99%

Fostering Holistic Development with a Designed Multisport Intervention in Physical Education: A Class-Randomized Cross-Over Trial

Condello

Mazzoli

Masci

et al. 2021

IJERPH

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Physical education (PE) is acknowledged as a relevant context for holistic child and youth development promotion. However, interventional research mostly builds on individual theories focused on specific outcome domains. This study presents a multisport enriched PE intervention that capitalizes on the intersection of different theory-based approaches to motor, cognitive and socio-emotional skills development promotion. With a cross-over design, 181 fifth graders, coming from a past class-randomized trial of enriched or traditional PE in their 1st–3rd grade, were stratified (based on their previous PE experience) and class-randomized to multisport enriched PE or control group. They completed pre-post assessments in motor and sport skills, cool (inhibition, working memory) and hot (decision making) executive functions, prosocial (empathy, cooperation) and antisocial (quick-temperedness, disruptiveness) behaviors. Children in the enriched PE group showed advantages in motor and prosocial skills after the intervention, which were linked by a mediation path, and an interactive effect of past and actual PE experience on decision making but no differential effects on other variables. The results suggest that a PE intervention designed with an integrative theory base, although not allowing disentangling the contribution of individual components to its efficacy, may help pursue benefits in motor and non-motor domains relevant to whole-child development.

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More than one road leads to Rome: A narrative review and meta-analysis of physical activity intervention effects on cognition in youth

Vazou

Pesce²,

Lakes

et al. 2016

International Journal of Sport and Exercise Psychology

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A growing body of research indicates that physical activity (PA) positively impacts cognitive function in youth. However, not all forms of PA benefit cognition equally. The purpose of this review was to determine the effect of different types of chronic PA interventions on cognition in children and adolescents. A systematic search of electronic databases and examination of the reference lists of relevant studies resulted in the identification of 28 studies. Seven categories of PA were identified, based on all possible combinations of three types of PA (aerobic, motor skill, cognitively engaging), and four comparison groups (no treatment, academic, traditional physical education, aerobic). Effect sizes were calculated based on means and SDs at the post-test using Hedge’s g formula, which includes a correction for small sample bias. Each study was only entered once in each intervention-comparator category. Full data were provided from 21 studies (28 effect sizes; n=2042 intervention; n=2002 comparison group). Overall, chronic PA interventions had a significant small-to-moderate effect on cognition (0.46). Moderate significant positive effects were identified when PA interventions were compared to no treatment (0.86) or academic content (0.57). A non-significant effect was noted when PA interventions were compared to traditional physical education (0.09) or aerobic group (0.80). However, high heterogeneity in pooled effect sizes suggests that important differences in the qualitative characteristics of the PA intervention and comparison interventions may exist. Effect sizes based on comparisons between different types of PA interventions and comparison groups are discussed in order to identify possible directions for future investigations. We conclude that chronic PA interventions have a positive impact on cognitive function in youth, but more systematic research is needed in this area.

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From Efficacy to Effectiveness of a “Whole Child” Initiative of Physical Activity Promotion

Cited by 5 publications

References 29 publications

Fostering Self‐Control Development With a Designed Intervention in Physical Education: A Two‐Year Class‐Randomized Trial

Fostering Self‐Control Development With a Designed Intervention in Physical Education: A Two‐Year Class‐Randomized Trial

Fostering Holistic Development with a Designed Multisport Intervention in Physical Education: A Class-Randomized Cross-Over Trial

More than one road leads to Rome: A narrative review and meta-analysis of physical activity intervention effects on cognition in youth

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