Young children's divergent movement ability: a study revisited

Chatoupis, Constantine

doi:10.1080/03004430.2012.655728

Cited by 15 publications

(13 citation statements)

References 16 publications

(39 reference statements)

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“…They determined that the driving factor in increasing the physical condition of children of preschool age is motor activity, which is within the optimum values [1,2,24]. Our studies confirmed the data of scientists [2,8,10,25] on the dependence of the morphofunctional state of children on the level of their motor activity. Consequently, rational construction of the motor regime of the child is one of the most important tasks of the system of preschool physical education.…”

Section: Discussionsupporting

confidence: 87%

Construction of rational regimes in motor activity of children aged 3-4 years in pre-school educational institutions of various types

Moskalenko

Полякова²,

Sidorchuk³

2018

PPS

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to develop rational regimes of physical activity and to determine their influence on the physical condition of children aged 3-4 years attending preschool institutions of various types. Material: the research was carried out in preschool educational institutions of various types in the city of Dnepr (Ukraine) (№ 282, combined type, № 192, sanatorium type, № 28, compensatory type, № 244 and № 404, general development). One hundred and eighty-five children took part in the research, 103 of them were 3-year-olds and 82-preschoolers of 4-year-old age. Control and experimental groups were formed in each age group in kindergartens of a certain type. The control group consisted of 91 children, the experimental group-94. In the study we used measurements of anthropometry, pulsometry, spirometry, functional tests. The obtained results were processed by independent t-test to evaluate differences between groups. Results: the functional conditions of the children's study of the experimental groups (boys and girls) have positive changes in the spirometry indices, respiration rates, pulsometry, Ruffier index with a significant difference with the control groups (p<0,05). In addition, in the course of our research, the parameters of the motor activity of children 3-4 years were determined on the base of pacing, while carrying out various organizational forms of physical education. These indicators can be oriented towards the development of a rational motor regimen for younger preschool children. Conclusions: the proposed regimes and forms of motor activity can be used in the organization of physical education of children in preschool educational institutions of different types for the improvement of morphofunctional indices and physical activity.

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Section: Discussionsupporting

confidence: 87%

Construction of rational regimes in motor activity of children aged 3-4 years in pre-school educational institutions of various types

Moskalenko

Полякова²,

Sidorchuk³

2018

PPS

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“…In prior investigations researchers have examined the influence of the reproduction teaching styles on motor skill acquisition (Jenkins and Byra, 1997; Kolovelonis et al, 2012), on learning (Ernst and Byra, 1998), and on skill evaluation (Goldberger and Gerney, 1986). Similarly, researchers have studied the extent to which production teaching styles can influence students’ critical thinking (Chatoupis, 2013; Cleland and Pearse, 1995; Cleland et al, 1999). As yet, in only a limited number of studies has the influence of Spectrum teaching styles on behaviour-related objectives been examined.…”

Section: Teachers’ Use Of Styles Of the Spectrummentioning

confidence: 99%

An examination of Greek physical educators’ implementation and perceptions of Spectrum teaching styles

Syrmpas

Digelidis

Watt

2015

European Physical Education Review

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The main purpose of the present study was to examine Greek physical education (PE) teachers' selfreported use of the Spectrum of teaching styles and their perceptions of the benefits of adopting these styles for their students. An additional goal was to explore the teachers' perceived ability to implement these teaching approaches. The participants of the study were 219 (132 males, 87 females) PE teachers. Using an adaptation of Kulinna and Cothran's (2003) Spectrum of teaching styles questionnaire, the PE teachers reported greater implementation of the command, inclusion, and practice styles than the self-check, learner-initiated, and self-teaching styles in their teaching. The PE teachers also perceived that the reproduction and production clusters of teaching styles were equally effective in promoting fun, skill learning, and motivation for learning in their students. Results also revealed that the teachers' self-perceived ability was highest for command style use and their perceived benefits of the styles for their students were highest for the practice approach. The findings of the present study reinforce that a variety of personal experience factors can influence PE teachers' tendency to implement a specific teaching style.

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“…Finally, studies interested in the effect of aerobic exercise on adults’ creativity overlooked the influence of environmental conditions in which the workout was undertaken. In populations of children, environments promoting the free generation of varied and original movement patterns yielded greater improvement in motor and cognitive creativity in comparison to rigid linear environments where children were taught proper movement techniques (Bournelli, 1998; Bournelli & Mountakis, 2008; Chatoupis, 2013; Richard, Lebeau, Becker, Boiangin, & Tenenbaum, 2018). To explore the impact of environmental conditions on the development of creative potential in adults, the movement improvisation condition in this study encouraged free movement expression, whereas the aerobic exercise condition strictly guided students toward proper movement execution.…”

Section: Introductionmentioning

confidence: 99%

Effects of Movement Improvisation and Aerobic Dancing on Motor Creativity and Divergent Thinking

Richard

Ben‐Zaken

Siekańska

et al. 2020

Journal of Creative Behavior

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Creativity is considered to be an embodied concept, where internal psychological and external behavioral processes are intertwined. Creativity enhancement programs often target the cognitive side of this bi‐dimensionality leaving the impact of motor interventions underexplored. To address this gap in the literature, we tested the effectiveness of two motor programs on motor creativity and divergent thinking (verbal and figural). A total of 92 college students (Mage = 25.36, SD = 2.66) were randomly allocated to a movement improvisation, an aerobic dance, or a control condition. Participants in both motor programs took part in ten 30‐minute classes twice a week over a period of 5 weeks. The findings revealed a significant effect of the motor programs on motor fluency and flexibility. Movement improvisation yielded the greatest effects on those variables, followed by aerobic dancing and control condition. Movement improvisation also impacted significantly more figural originality than the control condition. However, the effects were limited to the motor domain and failed to transfer into other divergent thinking variables. The findings highlighted the contribution of movement programs to creative potential development, and the imperative role of a non‐judgmental environment, where individuals are free to move spontaneously.

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Young children's divergent movement ability: a study revisited

Cited by 15 publications

References 16 publications

Construction of rational regimes in motor activity of children aged 3-4 years in pre-school educational institutions of various types

Construction of rational regimes in motor activity of children aged 3-4 years in pre-school educational institutions of various types

An examination of Greek physical educators’ implementation and perceptions of Spectrum teaching styles

Effects of Movement Improvisation and Aerobic Dancing on Motor Creativity and Divergent Thinking

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