Relationship between cognitive abilities and manual coordination and balance in preschool children

Sadri, Filip; Sadri, Ivo; Krneta, Željko; Jocić, Jovana Trbojević; Batez, Maja

doi:10.31382/eqol.210604

Cited by 3 publications

(2 citation statements)

References 10 publications

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“…Related empirical studies have shown that physical activity interventions help improve individual attention levels [6]. From the molecular biology perspective, a certain intensity of physical activity has been found to help the release of insulin growth and brain-derived neurotrophic factors, which can promote the expression of related genes, thereby achieving the effect of improving concentration [7,8].Wood et al (2020) showed that physical activity has a significant positive correlation with young children's cognitive functions, particularly selfregulation, sustained attention, and working memory. Moreover, several short intervention studies have confirmed the positive effects of physical activity interventions on promoting attention improvement [9,10,11].…”

Section: Introductionmentioning

confidence: 99%

The effect of different combinations of physical activity and natural environment videos on children's attention levels between class breaks

Luo

Tao²,

et al. 2023

BMC Pediatr

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Background Physical activity intervention and watching natural environment videos have been proven to improve young children’s attention levels. However, evidence comparing the improvement effects of different combinations of the two activities has rarely been reported. By comparing the differences in the improvement effects of four combinations of physical activities and watching natural environment videos on young children’s attention levels, this study can enrich the evidence in this research field and also provide a reference for arranging effective intervention methods for children’s attention recovery between classes. Method A total of 152 children aged 4 to 6 years were recruited and randomly divided into four intervention groups: (1) physical activity intervention first and thereafter watching a natural environment video group (activity + video group), (2) watching a natural environment video first and thereafter the physical activity intervention group (video + activity group), (3) physical activity-based group, and (4) natural environment video-based group. Physical activity involved 4 min of moderate-intensity basic physical fitness combination training. The subjects wore the Pico Neo pioneer version of the VR glasses all-in-one machine to watch a natural environment video. Thereafter, population sociological variables and daily physical activity levels were investigated. Auditory and visual sustained attention tests were performed before and after intervention in each group. Result The auditory attention post-test scores of the four groups showed an improvement trend compared with the pretest scores. In particular, the activity + video group (F = 10.828; ɳp2 = 0.226; p = 0.002) and natural environment video-based group (F = 9.452; ɳp2 = 0.203; p = 0.004) have the best improvement effect. For visual attention, only the activity + video group showed a significant improvement trend (F = 4.287; ɳp2 = 0.104; p = 0.045), while the other three groups showed a downward trend in scores. Conclusions Among the different intervention combinations, the physical activity intervention first and watching natural environment videos thereafter group has the best effect on improving children’s attention during recess. Physical activity interventions at the end of recess adversely affect young children’s visual attention levels at the beginning of the class. Therefore, this study recommends that children should not engage in physical activity interventions in the second half of the class break. Lastly, the current research recommends presenting the content of physical activity interventions first and further improving their attention thereafter by watching natural environment videos.

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Section: Introductionmentioning

confidence: 99%

The effect of different combinations of physical activity and natural environment videos on children's attention levels between class breaks

Luo

Tao²,

et al. 2023

BMC Pediatr

View full text Add to dashboard Cite

show abstract

“…Numerous empirical studies have shown that physical activity contributes to the overall health of the human body, reduces stress, improves mood, and is advantageous in maintaining long-term concentration [5]. Studies have found that physical exercise contributes to the release of insulin-like growth factor and brain-derived neurotrophic factor and promotes the expression of related genes, thereby improving attention [6,7]. Wood showed that physical activity is positively correlated with cognitive function, particularly self-regulation, sustained attention, and working memory, in young children [8].…”

Section: Introductionmentioning

confidence: 99%

Physical Activity and the Natural Environment Video Different research on the effect of different combinations on improving children's attention

Luo

Tao²,

et al. 2022

Preprint

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Objectives Physical activity intervention and watching natural environment videos have been proven to improve young children’s attention level. However, evidence comparing the improvement effects of different combinations of the two has rarely been reported. By comparing the differences in the improvement effects of four combinations of physical activities and watching natural environment videos on the attention level of young children, this study can enrich the evidence in this research field and also provide a reference for arranging effective intervention methods for children’s attention recovery between classes. Method A total of 152 children aged 4 to 6 years were recruited and randomly divided into four intervention groups: (1) physical activity intervention first and thereafter watching the natural environment video group (activity + video group), (2) watching the natural environment video first and thereafter the physical activity intervention group (video + activity group), (3) physical activity-based group, and (4) natural environment video-based group. Physical activity involved 4 minutes of moderate-intensity basic physical fitness combination training. The subjects wore the Pico Neo pioneer version of the VR glasses all-in-one machine to watch the natural environment video. Thereafter, population sociological variables and daily physical activity levels, among others, were investigated. Auditory and visual sustained attention tests were performed before and after the intervention in each group. Result Compared with the pretest scores, the auditory attention post-test scores of the four groups showed an improvement trend. In particular, the “activity + video” group (F = 10.828; ɳp2 = 0.226; p = 0.002) and “natural environmental video-based” group (F = 9.452; ɳp2 = 0.203; p = 0.004) have the best improvement effect. For visual attention, only the “activity + video” group showed a significant improvement trend (F = 4.287; ɳp2 = 0.104; p = 0.045), while the other three groups showed a downward trend in scores. Conclusions Among the different intervention combinations, the physical activity intervention first and watching natural environment videos thereafter group has the best effect on improving children’s attention during recess. Physical activity interventions at the end of recess adversely affect young children’s visual attention levels at the beginning of the class. Therefore, this study recommends that children should not engage in physical activity interventions in the second half of the class break. Lastly, the current research recommends presenting the content of physical activity interventions first and further improving their attention thereafter by watching natural environment videos.

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Relationship between cognitive abilities and manual coordination and balance in preschool children

Sadri¹,

Sadri²,

Krneta³

et al. 2020

Eqol

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Background: The purpose of this research was to investigate the relationship between cognitive abilities and manual coordination and balance in preschool children. Methods: The sample consisted of 41 preschool children aged 6.4±0.8 on average, of both sexes (30 boys and 11 girls). On top of their regular preschool activities, the children attended a school of sports for preschool children - multisport activities and exercises, twice a week. The sample of measuring instruments comprised 4 motor tests (One-leg stand test, Mann’s test, Finger to nose, Front raises) and 2 cognitive tests (Raven's Colored Progressive Matrices, Cognitive Assessment System). Data was analyzed by applying Linear and Binary logistic regression analysis. Results: Based on the results of the research, one may conclude that there is a statistically significant relation between cognitive abilities and manual coordination in the tested sample of preschool children. The defined predictor system, which consisted of cognitive tests, showed a significant relationship with the hand coordination test, which was assessed by the Finger to Nose test with the eyes closed. A significant contribution to the established relation was given by the G factor estimated by Raven's colored progressive matrices. Conclusions: Physical activities contribute to the development of motor skills and thus to the development of some cognitive abilities in children, which is of great importance for their further development.

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Relationship between cognitive abilities and manual coordination and balance in preschool children

Cited by 3 publications

References 10 publications

The effect of different combinations of physical activity and natural environment videos on children's attention levels between class breaks

The effect of different combinations of physical activity and natural environment videos on children's attention levels between class breaks

Physical Activity and the Natural Environment Video Different research on the effect of different combinations on improving children's attention

Relationship between cognitive abilities and manual coordination and balance in preschool children

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