The Effect of Integrating Movement into the Learning Environment of Kindergarten Children on their Academic Achievements

Shoval, Ella; Sharir, Tal; Arnon, Michal; Tenenbaum, Gershon

doi:10.1007/s10643-017-0870-x

Cited by 27 publications

(47 citation statements)

References 31 publications

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“…Intervention length ranged from one-off sessions [48][49][50][51][52] to three years 39 44 53 54 . Of studies providing physically active lessons on multiple occasions, total weekly intervention duration ranged from 10 minutes 55 to 180 minutes a day 56 . Only two studies were explicitly based on theory, namely the COM-B model of behaviour change 18 37 .…”

Section: Study Selectionmentioning

confidence: 99%

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Physically active lessons in schools and their impact on physical activity, educational, health and cognition outcomes: a systematic review and meta-analysis

et al. 2019

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ObjectiveThis review provides the first meta-analysis of the impact of physically active lessons on lesson-time and overall physical activity (PA), as well as health, cognition and educational outcomes.DesignSystematic review and meta-analysis of controlled studies. Six meta-analyses pooled effects on lesson-time PA, overall PA, in-class educational and overall educational outcomes, cognition and health outcomes. Meta-analyses were conducted using the metafor package in R. Risk of bias was assessed using the Cochrane tool for risk of bias.Data sourcesPubMed, Embase, PsycINFO, ERIC and Web of Science, grey literature and reference lists were searched in December 2017 and April 2019.Studies eligibility criteriaPhysically active lessons compared with a control group in a randomised or non-randomised design, within single component interventions in general school populations.Results42 studies (39 in preschool or elementary school settings, 27 randomised controlled trials) were eligible to be included in the systematic review and 37 of them were included across the six meta-analyses (n=12 663). Physically active lessons were found to produce large, significant increases in lesson-time PA (d=2.33; 95% CI 1.42 to 3.25: k=16) and small, increases on overall PA (d=0.32; 95% CI 0.18 to 0.46: k=8), large, improvement in lesson-time educational outcomes (d=0.81; 95% CI 0.47 to 1.14: k=7) and a small improvement in overall educational outcomes (d=0.36; 95% CI 0.09 to 0.63: k=25). No effects were seen on cognitive (k=3) or health outcomes (k=3). 25/42 studies had high risk of bias in at least two domains.ConclusionIn elementary and preschool settings, when physically active lessons were added into the curriculum they had positive impact on both physical activity and educational outcomes. These findings support policy initiatives encouraging the incorporation of physically active lessons into teaching in elementary and preschool setting.Trial registration numberCRD42017076933.

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Section: Study Selectionmentioning

confidence: 99%

“…Participant ages ranged from three 45 57-59 to 14 years old 35 47 . Gender proportions of participants ranged from 31.5% 57 to 59.4% boys 56 . 12 studies reported participants' ethnicity, with ethnic minorities representing between 7.1% 60 and 100% 57 58 of these samples.…”

Section: Study Selectionmentioning

confidence: 99%

Physically active lessons in schools and their impact on physical activity, educational, health and cognition outcomes: a systematic review and meta-analysis

et al. 2019

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“…According to Shoval, Sharir, Arnon, and Tenenbaum (2018), academic achievement is the extent to which the learner is benefitting from training in a given field of knowledge or educational success is displayed by the extent to which the learners benefit from the ability and instruction which have been conveyed to them. It is the result of learning which is assessed by classroom grades and evaluations, as well as external achievement tests (Gajda, Karwowsky, & Beghetto, 2016).…”

Section: Academic Achievementmentioning

confidence: 99%

The Relationship Between Critical Thinking, its Subscales and Academic Achievement of English Language Course: The Predictability of Educational Success Based on Critical Thinking

Abbasi

Izadpanah

2018

Academy Journal of Educational Sciences

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Among the factors influencing students' educational performance of English language course, critical thinking is thought to be of crucial importance. Thus, the present study set out to explore the relationship between critical thinking, its subscales and English language achievement. Also, the predictability of English language proficiency based on critical thinking was investigated. The statistical population included all eleventh grade female students in district one of Zanjan city in the academic year of 2018-2019 with1400 people. The statistical sample was 300 people based on Cochran's formula. A multi-stage random sampling method was used to select the participants. The California Critical Thinking Skills Test, Form B was used to assess students' critical thinking ability. The participants' scores of English language course at the end of the first semester were considered as a criterion for their English language proficiency. The results of the correlation analyses revealed that critical thinking and its subscales correlated significantly with academic achievement (p=0.0). Also, based on regression tests, it was revealed that English language proficiency is predictable based on critical thinking. The findings of this study would be beneficial for students, teachers, schools and educational officials.

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“…The center model includes block center, role-playing, imtaq, music, natural materials, preparation, art/creativity, cookery, and outdoor educational games tools. The programs implemented in the kindergarten encourage students' activeness to be free and creative in the center model integrated in learning activities as presented in the research conducted by Shoval, Sharir, Arnon, and Tenenbaum (2018). The research shows that among the three interventions of (1) a mindful movement, integrates activeness in academic learning; (2) a movement for its own sake, gives students freedom to be active without giving any academic instructions, and (3) a control condition, students are engaged in regular academic environment activities, the one to increase children's academic success to the highest degree is the first intervention.…”

Section: Findings and Discussionmentioning

confidence: 99%

Holistic-Integrative Eduaction System in an Islamic Kindergarten

Fauzi¹,

Supaat

Novikasari³

2019

Qijis

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This research aims at examining the holisticintegrative approach system model appliedto an Islamic Kindergarten in Purwokerto city, Banyumas Regency. This qualitative research employs acase study with observation, interview and documentation as the data collection techniques. The data are then analyzed using two analysis techniques, namely content analysis and comparative analysis, with an interactive cycle. Based on the findings, the education developed through thesystematic approach ranges from the input resourcesstrengthening process, processes and transformation of raw inputs involving process quality elements, setting output targets with clear and measurable characteristics, and orientation to education unit users. The Islamic Kindergarten's system is formulated in an integrated holistic system format model of early childhood education (sources,

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The Effect of Integrating Movement into the Learning Environment of Kindergarten Children on their Academic Achievements

Cited by 27 publications

References 31 publications

Physically active lessons in schools and their impact on physical activity, educational, health and cognition outcomes: a systematic review and meta-analysis

Physically active lessons in schools and their impact on physical activity, educational, health and cognition outcomes: a systematic review and meta-analysis

The Relationship Between Critical Thinking, its Subscales and Academic Achievement of English Language Course: The Predictability of Educational Success Based on Critical Thinking

Holistic-Integrative Eduaction System in an Islamic Kindergarten

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