Two years of physically active mathematics lessons enhance cognitive function and gross motor skills in primary school children

Magistro, Daniele; Cooper, Simon B.; Carlevaro, Fabio; Marchetti, Ilaria; Magno, Francesca; Bardaglio, Giulia; Musella, Giovanni

doi:10.1016/j.psychsport.2022.102254

Cited by 12 publications

(45 citation statements)

References 71 publications

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“…Reasons for this could be attributed to the fact that the measurement of cognitive function can be challenging due to the various domains of cognitive performance assessed, as well as the diversity of methods used to measure the construct [ 12 , 13 , 15 ]. Encouragingly, recently, it was reported that two years of physically active lessons improved multiple domains of cognitive performance in 6–7 year-old children (attention, memory, and verbal fluency) when compared to a control group [ 16 ], suggesting that enhancements to academic achievement may well be, at least in part, mediated by improvements in cognitive performance. Future work should, however, consider the impact of physically active lessons on cognitive performance across the age range of primary school children, particularly given that age is a potential moderating factor in the physical activity–cognition relationship [ 17 ].…”

Section: Introductionmentioning

confidence: 99%

“…Moreover, the incorporation of physical activity bouts within the classroom has been suggested to enhance motor skill development [ 16 ]. Gross motor skills are commonly defined as goal-directed movement patterns including large whole-body movements, whole body stretches, and locomotion [ 18 , 19 ], and are imperative for psychosocial development, health, and well-being [ 20 , 21 ].…”

Section: Introductionmentioning

confidence: 99%

“…However, to date, limited research has explored the effect of the incorporation of physical activity within the classroom on motor skill development in young people. Recently, Magistro et al [ 16 ] found that physically active Mathematics lessons led to greater improvements in overall gross-motor skill development over a two-year period, in the intervention group, compared to the control group, in primary school children aged 6–7 years old. This suggests that physically active Mathematics lessons have the potential to accelerate gross motor skill development.…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, the aim of the present study was to explore how the incorporation of physical activity bouts within the school curriculum (in Mathematics and English Language lessons) influences cognitive function and motor skill development across sixteen weeks in primary-school children. Considering previous literature (e.g., [ 12 , 13 , 15 , 16 ]), it was hypothesized that incorporating physical activity simultaneously with Mathematics and English Language lessons would lead to enhanced motor skills and cognitive function, compared to a control condition. The present study adds to the evidence base by evaluating the effects of physically active lessons within both Mathematics and Language lessons, in older primary school children than those studied previously (e.g., [ 16 ]) and with both cognition and gross motor skills as outcome variables.…”

Section: Introductionmentioning

confidence: 99%

“…Considering previous literature (e.g., [ 12 , 13 , 15 , 16 ]), it was hypothesized that incorporating physical activity simultaneously with Mathematics and English Language lessons would lead to enhanced motor skills and cognitive function, compared to a control condition. The present study adds to the evidence base by evaluating the effects of physically active lessons within both Mathematics and Language lessons, in older primary school children than those studied previously (e.g., [ 16 ]) and with both cognition and gross motor skills as outcome variables.…”

Section: Introductionmentioning

confidence: 99%

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16 Weeks of Physically Active Mathematics and English Language Lessons Improves Cognitive Function and Gross Motor Skills in Children Aged 8–9 Years

Boat

Cooper

Carlevaro

et al. 2022

IJERPH

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The aim of the present study was to examine the effects of physically active lessons, implemented through the Mathematics and English Language curriculum, on cognitive function and gross motor skill development. Following ethical approval, 192 children aged 8–9 years were randomly allocated to an intervention group (n = 98) or a control group (n = 94). The intervention consisted of 8 h.wk−1 of physically active lessons, equally split between Mathematics and English Language, for 16 weeks. Cognitive function (digit span, coding and arithmetic reasoning) and gross motor skill development (TGMD-3) were assessed at baseline and follow-up. The improvement in every domain of cognitive function was greater in the intervention group compared to the control group (group * time, p = 0.008–0.023, d = 0.34–0.42). Furthermore, total TGMD-3 score (group * time, p < 0.001, d = 1.16) and both sub-scales (locomotor, p < 0.001, d = 0.63; object control, p < 0.001, d = 1.29) also improved by a greater extent in the intervention group than in the control group. These findings suggest that 16 weeks of physically active lessons, taught in both Mathematics and English Language curriculum, synergistically improved cognitive function and gross motor skill development in primary school children aged 8–9 years.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

16 Weeks of Physically Active Mathematics and English Language Lessons Improves Cognitive Function and Gross Motor Skills in Children Aged 8–9 Years

Boat

Cooper

Carlevaro

et al. 2022

IJERPH

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The Influence of Motor Competence on Broader Aspects of Health: A Systematic Review of the Longitudinal Associations Between Motor Competence and Cognitive and Social-Emotional Outcomes

Hill,

Mcnarry,

Mackintosh

et al. 2023

Sports Med

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Background Motor competence has important developmental associations with aspects of physical health, but there has been no synthesis of longitudinal associations with cognitive and social-emotional health. Objectives The first aim was to present a conceptual model that positions motor competence as a mediator between physical activity and cognitive and social-emotional outcomes. The second aim was to synthesize the association of motor competence and cognitive and social-emotional development using longitudinal observational and experimental evidence, in particular to (i) identify the role of task, individual, and environmental characteristics in moderating the association between motor and cognitive and social-emotional outcomes and (ii) synthesize the strength of evidence pertaining to domain-specific relationships. Methods This systematic review was registered with the International Prospective Register of Systematic Reviews (PROSPERO) and adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement for reporting systematic reviews and meta-analyses. Five electronic databases (PubMed, Web of Science, Scopus, PsycINFO, and SPORTDiscus) were systematically searched. Following study screening and risk-of-bias assessment by two authors, 49 eligible studies were identified for inclusion and grouped by study design. Evidence for domain-specific paths between motor competence and cognitive and social-emotional outcomes was synthesized by calculating the significant analyses in the hypothesized direction, divided by the total number of analyses for that path. These percentages were then collated for each domain outcome. This collated influence was classified as either no association (0–33%), written as ‘0’, or indeterminate/inconsistent (34–59%), written as ‘?’ If there were fewer than three studies in the domain, the strength of evidence was classified as insufficient (I). Results Of the 49 studies, 35% were able to satisfy six or more of the seven risk-of-bias criteria. Longitudinal observational evidence about domain-specific and global associations of motor competence and cognitive and social-emotional development is indeterminate. The included studies also did not provide evidence for a consistent moderating role of age and sex. Some preliminary experimental evidence does support the role of motor competence in moderating the influence of cognitively enriched physical activity on cognitive outcomes, especially working memory and social-emotional skills. However, too few studies were appropriately designed to acknowledge the moderating role of contextual mechanisms. Conclusions Between-study heterogeneity means it was not possible to identify definitive domain- and construct-specific relationships between motor competence and cognitive and social-emotional outcomes. To further develop our understanding, it is important that researchers acknowledge the complexity of these relationships within rigorous study designs.

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Associations of ADHD-Risk and Motor Competence With School Functioning

Scott,

Shoulberg,

Dennis

et al. 2023

J Atten Disord

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Objectives: This study investigated the unique associations of motor competence and ADHD risk status on school functioning. Additionally, this study examined the factor structure of the Bruininks-Oseretsky Test of Motor Proficiency, Short Form (BOT2-SF). Methods: Participants included early elementary school children ( N = 202, Mage = 6.83, SD = 0.96, Male = 53.5%, ADHD-risk = 46.5%). Child assessments of motor competence and teacher and parent reports of school functioning were used. Results: A two-factor model of the BOT2-SF with correlated fine and gross motor factors and correlated residuals best fit the data. Fine and gross motor competence were unique positive predictors of academic performance, after accounting for the effects of ADHD-risk on academic performance. ADHD-risk was the only unique predictor of adaptive school behavior. Conclusion: Findings suggest that assessing for ADHD and motor competence in children demonstrating school functioning problems may better allow for targeted intervention in school.

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Two years of physically active mathematics lessons enhance cognitive function and gross motor skills in primary school children

Cited by 12 publications

References 71 publications

16 Weeks of Physically Active Mathematics and English Language Lessons Improves Cognitive Function and Gross Motor Skills in Children Aged 8–9 Years

16 Weeks of Physically Active Mathematics and English Language Lessons Improves Cognitive Function and Gross Motor Skills in Children Aged 8–9 Years

The Influence of Motor Competence on Broader Aspects of Health: A Systematic Review of the Longitudinal Associations Between Motor Competence and Cognitive and Social-Emotional Outcomes

Associations of ADHD-Risk and Motor Competence With School Functioning

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