The Relationship between School Age Children’s Academic Performance and Innovative Physical Education Programs

Klizienė, Irina; Čižauskas, Ginas; Augustinienė, Aldona; Sipavičienė, Saulė; Aleksandravičienė, Roma

doi:10.3390/su12124922

Cited by 6 publications

(9 citation statements)

References 51 publications

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“…Larkin [40] states that virtual teaching/learning platforms are, at the same time, potential teaching/learning platforms-when virtual learning is taking place, information is exchanged among the learners, and they are able to learn through communicating and cooperating. This suggests that the virtual environment promotes social interaction, which allows one to not only search for information but also to exchange it, expanding the knowledge of the learners and shape understanding [34].…”

Section: Discussionmentioning

confidence: 99%

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The Impact of the Virtual Learning Platform EDUKA on the Academic Performance of Primary School Children

et al. 2021

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The modern teaching/learning environment is, like never before, rich with digital teaching/learning technologies and tools that are becoming part of children’s daily lives. Background: In Lithuania, virtual teaching/learning platforms (environments for mathematics, knowledge of nature, history, and language practice) in primary education became more widely used approximately three years ago after the implementation and application of the virtual teaching/learning platform EDUKA. The purpose of this study was to establish the effect of the virtual teaching/learning platform EDUKA on the learning outcomes of primary-grade students in the subject of mathematics. Methods: In this study, a pre-test/middle-test/post-test experimental strategy was used to avoid any disruption of educational activities due to the random selection of children in each group. Mathematical diagnostic progress tests (MDPTs) are an objective way to measure skills and abilities. The MDPTs were divided into two sections: the tasks were allocated according to performance levels and the content, as well as fields of activity and cognitive skills. The assessment of all areas of activity was based on the primary school children’s performance (i.e., unsatisfactory, satisfactory, basic, and advanced). Results: An analysis of the results of the MDPTs showed that, across the seven possible tasks, both male and female seven-year-old children achieved satisfactory results (results were observed between groups) (post-test: control gathering (CG) 5.10; test gathering (EG) 5.04; p = 0.560), basic results (post-test: CG 6.28; EG 6.42; p = 0.630), and advanced results (post-test: CG 1.90; EG 2.27; p = 0.025). The differences between the pre-test and post-test advanced (p = 0.038) and the pre-test and post-test basic (p = 0.018) levels were found to increase. Conclusions: It was found that intensively integrating the virtual learning platform EDUKA into formal education—specifically in the subject of mathematics—had a significant impact on primary school children’s mathematical performance. In addition, after the experiment, a statistically significant difference was found (p < 0.05) in primary school children with higher levels. The intervention in the experimental group (i.e., integration of the virtual learning platform into the formal mathematics learning process) had a positive impact on access to mathematics. Students’ math learning achievements were positive in progressive mathematics.

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Section: Discussionmentioning

confidence: 99%

“…V19-1253-03). We used a test that was validated by theoretical, content, and statistical validation methods (the mathematical diagnostic progress tests) [34].…”

Section: Participantsmentioning

confidence: 99%

The Impact of the Virtual Learning Platform EDUKA on the Academic Performance of Primary School Children

et al. 2021

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“…A technique for the school PE programme was developed and a model of educational factors that encourage physical activity for children was created. Methodical material for the PE programme was also prepared based on the work of Coder et al ( 2009) and Kliziene et al (2020). As outlined in Kliziene et al (2020) and Powell et al (2016), the methodology involved dynamic exercise, intense repetition of motor skills, differentiation, reduction of sitting and parking time, and distribution of physical activity throughout the classroom.…”

Section: Methodsmentioning

confidence: 99%

School Physical Education Program Impact on Psychological Well-Being and Cognitive Ability of Primary School Children

Klizienė

Emeljanovas

Dubosas

2023

Teor. metod. fiz. vihov.

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Study purpose. This study aimed to determine the impact of school Physical Education programs on well-being and cognitive ability (CA), as measured by mathematics achievements, in primary school children. Materials and methods. The study participants selected from three schools were 100 girls and 102 boys aged 9–10 years. According to Kliziene et al. (2022), the CA diagnostic test for mathematics in Grade 4 is grounded in Feuerstein and Lewin-Benham’s (2012) dynamic cognitive modality assessment theory, as well as the General Curriculum for Primary Education approved by the Minister of Education and Science of Lithuania (ISAK-2433, 2008). This test designed for learners in Grade 4 encompasses mathematics. The study aimed to assess the level of enthusiastic well-being by examining three primary dimensions: somatic anxiety, personal anxiety, and social anxiety. To measure anxiety, the Revised Children’s Manifest Anxiety Scale (RCMAS) was used, which consists of 37 items, with 28 of them assessing anxiety and the other 9 measuring the child’s defensiveness. In this study, a pre-/post-test experimental methodology was used to avoid any interruption of educational activities, due to the random selection of children in each group. The methodology depended on dynamic exercise, intense repetition of motor skills, differentiation, seating and parking reduction and physical activity distribution in the classroom model. Results. The CA diagnostic test was analyzed in terms of the learners’ levels of achievement (satisfactory, basic, advanced) and cognitive functions. The systematic exploration function was used to achieve systematic, non-impulsive, planned behavior when collecting data or checking information. There was a strong difference between students at the satisfactory and advanced levels in the ability to orient themselves in space and follow directions (score for boys, Post-test 2.53 (0.25) points; for girls, Post-test 2.91 (0.32) points out of a maximum 4 points; p<0.05). After the school PE program, the personality anxiety results decreased for both boys (2.68 ± 0.98 points) and girls (3.41 ± 0.55 points) (F = 4.98, p < 0.05, P = 0.729). Conclusions. Overall, the physical education program implemented in this study was found to have a positive effect on the psychological well-being of 9–10-year-old children, specifically in reducing somatic anxiety, personality anxiety, and social anxiety. Additionally, it was observed that the program led to statistically significant improvements in the children’s cognitive abilities across nine functions, including spatial orientation, sequencing, recognition of relationships and patterns, and information processing.

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“…Likewise, the methodical material for the physical education program [ 7 , 24 ] was prepared. The methodology depended on the dynamic exercise, intense motor skills repetition, differentiation, seating and parking reduction, and the physical activity distribution in the classroom (DIDSFA) model [ 26 , 27 ] ( Table 1 ).…”

Section: Methodsmentioning

confidence: 99%

“…Teaching in physical education has evolved rapidly over the last 50 years, with a spectrum of teaching styles [ 1 ], teaching models [ 2 ], curricular models [ 3 ], instruction models [ 4 ], current pedagogical models [ 5 , 6 ], and physical educational programs [ 7 ]. As schools provide benefits other than academic and conceptual skills at present, we can determine new ways to meet different goals through a variety of methodologies assessing contents from a multidisciplinary perspective.…”

Section: Introductionmentioning

confidence: 99%

Effects of a Physical Education Program on Physical Activity and Emotional Well-Being among Primary School Children

Klizienė

Čižauskas

Sipavičienė

et al. 2021

IJERPH

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(1) Background: It has been identified that schools that adopt at least two hours a week of physical education and plan specific contents and activities can achieve development goals related to physical level, such as promoting health, well-being, and healthy lifestyles, on a personal level, including bodily awareness and confidence in physical skills, as well as a general sense of well-being, greater security and self-esteem, sense of responsibility, patience, courage, and mental balance. The purpose of this study was to establish the effect of physical education programs on the physical activity and emotional well-being of primary school children. (2) Methods: The experimental group comprised 45 girls and 44 boys aged 6–7 years (First Grade) and 48 girls and 46 boys aged 8–9 years (Second Grade), while the control group comprised 43 girls and 46 boys aged 6–7 years (First Grade) and 47 girls and 45 boys aged 8–9 years (Second Grade). All children attended the same school. The Children’s Physical Activity Questionnaire was used, which is based on the Children’s Leisure Activities Study Survey questionnaire, which includes activities specific to young children (e.g., “playing in a playhouse”). Emotional well-being status was explored by estimating three main dimensions: somatic anxiety, personality anxiety, and social anxiety. The Revised Children’s Manifest Anxiety Scale (RCMAS) was used. (3) Results: When analysing the pre-test results of physical activity of the 6–7- and 8–9-year-old children, it turned out that both the First Grade (92.15 MET, min/week) and Second Grade (97.50 MET, min/week) participants in the experimental group were physically active during physical education lessons. When exploring the results of somatic anxiety in EG (4.95 ± 1.10 points), both before and after the experiment, we established that somatic anxiety in EG was 4.55 ± 1.00 points after the intervention program, demonstrating lower levels of depression, seclusion, somatic complaints, aggression, and delinquent behaviours (F = 4.785, p < 0.05, P = 0.540). (4) Conclusions: We established that the properly constructed and purposefully applied eight-month physical education program had positive effects on the physical activity and emotional well-being of primary school children (6–7 and 8–9 years) in three main dimensions: somatic anxiety, personality anxiety, and social anxiety. Our findings suggest that the eight-month physical education program intervention was effective at increasing levels of physical activity. Changes in these activities may require more intensive behavioural interventions with children or upstream interventions at the family and societal levels, as well as at the school environment level. These findings have relevance for researchers, policy makers, public health practitioners, and doctors who are involved in health promotion, policy making, and commissioning services.

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The Relationship between School Age Children’s Academic Performance and Innovative Physical Education Programs

Cited by 6 publications

References 51 publications

The Impact of the Virtual Learning Platform EDUKA on the Academic Performance of Primary School Children

The Impact of the Virtual Learning Platform EDUKA on the Academic Performance of Primary School Children

School Physical Education Program Impact on Psychological Well-Being and Cognitive Ability of Primary School Children

Effects of a Physical Education Program on Physical Activity and Emotional Well-Being among Primary School Children

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