Promoting Children’s Psychomotor Development with Multi-Teaching Didactics

Abstract

This group randomized control trial examined the dose-response effect of varied combinations of linear and nonlinear pedagogy (enriched physical education with specific program led by specialist vs. conventional physical education led by generalist) for improving first-grade children’s motor creativity, executive functions, self-efficacy, and learning enjoyment. We led three physical education classes per group through 12 weeks of combined instruction, based on linear and nonlinear pedagogy: mostly linear (ML; 80% linear, 20% nonlinear; n = 62); mostly nonlinear (MNL; 20% linear, 80% nonlinear; n = 61); and control (C; conventional teaching from generalists; n = 60). MNL improved in (a) motor creativity ability (DMA; 48.7%, 76.5%, and 47.6% for locomotor, stability, and manipulative tasks, respectively); (b) executive functions (working memory and inhibitory control) for RNG task (14.7%) and task errors (70.8%); (c) self-efficacy (5.9%); and (d) enjoyment (8.3%). In ML, DMA improved by 18.0% in locomotor and 60.9% in manipulative tasks. C improved of 10.5% in enjoyment, and RNG task worsened by 22.6%. MNL improvements in DMA tasks, executive functions, and self-efficacy were significantly better than those in C. ML was better than C in DMA task and in executive functions’ task errors. Overall, ML and MNL approaches were more effective than conventional generalist teaching (C), and the MNL combination of 80% nonlinear and 20% linear pedagogy was optimal. We recommend that educators favor the MNL approach.

Effects of Musical Classes on Motor Creativity According to Age, Sex, and Weight Status in Young Students: A Music-Oriented versus Conventional Education Plan

“…Specifically, children who have a high level of skill-related fitness (e.g., motor competence in the form of coordinative, agility and balance-related tasks) are more likely to have an active lifestyle and a better health-related fitness profile (i.e., cardiorespiratory endurance), reaching and maintaining a healthy weight and mind in their life spans. Motor competence is associated with motor creativity, which is an extension of it [3]. Three dimensions can be investigated in motor creativity: fluency, originality, and flexibility.…”

Comunicación no verbal docente y uso de material didáctico

“…En cuanto al material didáctico del área motriz, se debe tener en cuenta que en la infancia, la creatividad motora puede mejorarse mediante la participación en tareas motoras específicas individuales metafóricas y expresivas que promuevan la fantasía de persecución del estudiante, siendo indispensable trabajar pedagógicamente en función de la complejidad del proceso de aprendizaje debe considerar un enfoque de estilo de enseñanza múltiple que se pueda dosificar y adaptar a las especificidades de los alumnos y los diferentes contextos socioculturales (Invernizzi et al 2022).…”

Repensando La Enseñanza De La Lengua Inglesa en Un Colegio Brasileño: Un Estudio Etnográfico

“…A través de la educación es posible reconocer la importancia del juego y aprovechar al máximo los recursos educativos en todos los niveles, integrando transversalmente el u juego para la promoción del desarrollo cognitivo y emocional (Invernizzi et al, 2022). Sin embargo, la valoración educativa de la imaginación en los procesos de mediación pedagógica ha ido desapareciendo del aula escolar, tanto en escuelas primarias como secundarias (Sandoval-Obando y López de Maturana, 2017).…”