The Relationship Between Motor Activity and Executive Functions in the Teaching-Learning Process: Case of 6 - 7 Aged Tunisian Pupils

Abstract

Considering that the cognitive and motor dimensions of human beings grow together and that primary school age is one of the most important stages of children’s cognitive and motor development, the aim of this study was to investigate the relationship between executive functions and motor activity in the teaching-learning process. Primary school students (N = 40; 6.3 years) participated in this study. They were divided into two groups: an experimental group (20 students) and a control group (20 students). The first group followed a 12-week motors activity program with 5 sessions of 40 minutes per week and the second a regular math sessions program. The results of the experimental group show a clear improvement in most of the study variables. Also, these results highlight the value of actively involving the student in the task and the importance of using active methods in the teaching-learning process.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0036/a.php" alt="Hit counter" /></p>