“Creative dance and football” education program improves cognitive skills of 9–10-year-old school children

Wang J., Qu S., Zhu Z., Zhao X., Song W., Li X., Chen W., Luo D.

BackgroundMotor development plays an important role in human development throughout the lifespans, from conception to death, and has received increasing scholarly attention in recent years. However, valuable comprehensive reviews and literature analysis on this topic are still lacking. Here, this bibliometric study aimed to identify global motor development research hotspots and trends on preschool children’s motor development from 2012 to 2022.MethodsCiteSpace 6.1.R4 was used to visualize and analyze general bibliometric characteristics, research hotspots, and trends through a review of 2,583 articles on the motor development of preschool children, which were published from 2012 to 2022 and included in the Web of Science Core Collection.ResultsResearch on motor development in preschool children has been carried out into a phase of rapid development. The top five frequently occurring keywords were physical activity (n = 489), performance (n = 319), intervention (n = 222), health (n = 196), and executive function (n = 165); The top five keywords in terms of centrality are academic achievement (0.22), low birth weight (0.16), association (0.14), brain (0.13), and cerebral palsy (0.13). Thirteen keyword clusters were produced from the log-likelihood ratio (Q = 0.74, S = 0.88), and five research topics has been received focused attention in recent years. The keywords with the strongest citation bursts in the last 5 years are developing country (S = 5.92), school-aged children (S = 5.86), middle-income country (S = 3.46), efficacy (S = 5.41), readiness (S = 3.21), motor proficiency (S = 3.6), and screen time (S = 3.3), indicating newly emerging research trends.ConclusionThe results indicated that interventions involving fundamental movement skills, cognitive function, 24-h movement behaviors, neurodevelopmental disorders, and health-related fitness were hot topics in the field of motor development over the last decade. Emerging research trends generally center on school readiness, socioeconomic status, motor proficiency, and screen time.

Vasilopoulos F., Jeffrey H., Wu Y., Dumontheil I.

AbstractNeuroplasticity research supports the idea that varied practice and new environments promote cognitive engagement and enhance learning. Expanding on a meta-analysis of the effect of physical activity interventions on cognition and academic outcomes, we reviewed and quantified the impact of task and environmental factors that foster creative physical activity. Interventions were considered as fostering creative physical activity to a greater extent if (1) they were varied, (2) relied less on technical acquisition, instruction or demonstration, (3) involved open spaces, props, or open-ended instructions, and (4) involved interactions with peers. A wide range of physical activities were considered, from dance to aerobic exercise across 92 studies in 5–12-year-old children. Creativity ratings of physical activity interventions were varied but did not associate with greater beneficial effects on executive functions (k = 45), academic achievement (k = 47), or fluid intelligence (k = 8). Studies assessing on-task behaviour (k = 5) tended not to foster creativity, while reversely studies assessing creativity tended to foster creative physical activities (k = 5). As a group, three studies that fostered more creative PA showed a small significant negative summary effect on cognitive flexibility. Considering qualitative differences in the physical activities performed in schools will improve our understanding of their mechanisms of impact. Future research should consider using more varied measures, including more proximal outcomes that involve body movements (e.g., a Simon Says task to measure inhibitory control).

Frikha M., Alharbi R.S.

Optimizing fine motor coordination and cognitive abilities in middle childhood through new intervention programs remains one of the most essential orientations in motor development and skills proficiency. The present study aims to identify the effect of a structure-based program intervention, combining motor accuracy exercises with visual art activities (ceramics, pottery, and creations using raw materials), on fine motor coordination, selective attention, and reaction time in middle childhood. Sixty, right-handed typically developed male schoolchildren (age = 8.29 ± 0.74 years; body height = 130.25 ± 0.05 cm and body mass = 29.83 ± 4.68 kg; mean ± SD) volunteered to participate in the study. They were randomly assigned to a combined group intervention (MG) receiving a mixed program integrating visual art activities and motor accuracy exercises; an accuracy group intervention (AG) receiving oriented motor accuracy exercises; and a control group (CG). Selective attention, reaction time, and fine motor coordination skills (accuracy: darts throw; manual dexterity: grooved pegboard test) were measured. Repeated measure ANOVA, one-way ANOVA, and Kruskal–Wallis ANOVA were performed for analysis. The results showed higher changes in MG compared to AG in manual dexterity (p < 0.001), in motor accuracy (p < 0.001), and in reaction time (p < 0.01), but not in selective attention (p = 0.379). In addition, higher changes were recorded in AG compared to CG in motor accuracy (p < 0.05), reaction time (p < 0.05), and in selective attention (p < 0.01), but not in manual dexterity (p = 0.082). The structured combined program best assists accuracy, manual dexterity, reaction time, and selective attention. Therefore, instructors in sports academies and teachers at schools are advised to use the combined program in the training sessions and in the non-curricular activities, respectively, to improve fine motor coordination, selective attention, and reaction time in middle childhood.

Ünver Ş., İslamoğlu İ., Atan T., Yılmaz M., Arslan H., Kaplan A., Şimşek E.

This study aimed to examine the effect of a tennis training program on improving attention. Methods: A total of 40 tennis players from a Tennis Club, 20 in the experimental group (EG) and 20 in the control group (CG), participated in the study. The EG athletes received 40 serve balls from the trainer twice a week for nine weeks. The researcher applied the “d2 attention test” to the EG and CG before and after the nine-week period. Results: After comparing the pretest and posttest attention averages of the experimental group, there was a significant difference in the TN, TN-E, and CP mean scores (p < 0.001). In the comparison of the pretest and posttest attention averages of the CG, there was no significant difference in the TN, TN-E, and CP mean scores (p > 0.05). The comparison of the pretest attention averages of the EG and CG revealed no significant difference in the TN, TN-E, and CP mean scores (p > 0.05). The comparison of the posttest attention averages of the EG and CG revealed a significant difference in the mean scores of TN, TN-E, and CP (p < 0.05). There was a statistically significant difference between the posttest–pretest differences in the TN, TN-E, and CP values of the EG and CG (p < 0.05). Conclusions: The study concluded that tennis training aimed at developing attention improved the results in the attention test.

Alghannam A.F., Malkin J.D., Al-Hazzaa H.M., AlAhmed R., Evenson K.R., Rakic S., Alsukait R., Herbst C.H., Alqahtani S.A., Finkelstein E.A.

Wendt J., Scheller D.A., Flechtner-Mors M., Meshkovska B., Luszczynska A., Lien N., Forberger S., Banik A., Lobczowska K., Steinacker J.M.

BackgroundStudies have shown that policies to promote physical activity in schools can have a positive impact on children's physical activity behavior. However, a large research gap exists as to what determinants may influence the adoption of such policies. Applying the Consolidated Framework for Implementation Research (CFIR), we investigated barriers and facilitators to the adoption of physical activity policies in elementary schools in Baden-Wuerttemberg, Germany, from the perspective of school principals.MethodsA cross-sectional study was conducted between May and June 2021. School principals from elementary and special needs schools (n = 2,838) were invited to participate in the study. The online questionnaire used was developed based on the CFIR and included questions on school characteristics and constructs of the CFIR domains inner setting, characteristics of individuals, and process. Logistic regression analyses were performed to examine associations between policy adoption and school characteristics as well as CFIR determinants.ResultsIn total, 121 schools (4%) participated in the survey, of which 49 (40.5%) reported having adopted a policy to promote physical activity. Positive associations with policy adoption were found for general willingness among teaching staff [odds ratio (OR): 5.37, 95% confidence interval (CI): 1.92–15.05], available resources (OR: 2.15, 95% CI: 1.18–3.91), access to knowledge and information (OR: 2.11, 95% CI: 1.09–4.09), and stakeholder engagement (OR: 3.47, 95% CI: 1.24–9.75).ConclusionsThis study provides a first insight into potential barriers and facilitators at the organizational level of schools that may be relevant to the adoption of physical activity policies, from the perspective of school principals. However, due to a low response rate, the results must be interpreted with caution. A strength of this study includes theoretical foundation through the use of the CFIR. The CFIR could be well-adapted to the school setting and provided valuable support for developing the questionnaire and interpreting the study results.

O’Brien W., Khodaverdi Z., Bolger L., Murphy O., Philpott C., Kearney P.E.

Fundamental movement skills (FMS) are frequently referred to as the “building blocks” of movement for children and adolescents in their lifelong physical activity journey. It is critical, however, that FMS are developed within Physical Education learning environments and other sport-related settings, specifically as these building blocks of movement require appropriate teaching and practice opportunities. While FMS are well-established as an “important focus” for children and adolescents, to the authors’ knowledge, there appears to be no standardized FMS development guidelines existent within the literature. This paper will examine whether the frequency, intensity, time, and type (FITT) principle could be transferable to interventions focusing on FMS development, and if so, whether sufficient consistency of findings exists to guide practitioners in their session design. Applying the FITT principle in this way may help to facilitate the comparison of FMS-related intervention studies, which may contribute to the future development of practical FMS-related guidelines for children and adolescents.

Kao S., Tsai Y., Hsieh S., Chen I., Schmitt S., Hung T.

This study investigated the associations of non-aerobic fitness (NAF) and motor competence (MC) with attention in 4–6 year-old preschoolers. The allocation of attentional resources and speed of stimulus categorization were examined using the amplitude and latency of P3 of event-related potentials respectively, while cortical activation related to general attention and task-specific discriminative processes were examined using event-related desynchronization (ERD) at lower (8–10 Hz) and upper (10–12 Hz) alpha frequencies, respectively. Seventy-six preschoolers completed NAF (muscular power, muscular endurance, flexibility, balance) and MC (coordination and dexterity, ball skills, agility and balance) test batteries. Electroencephalogram was recorded while participants performed an auditory oddball task. After controlling for age and MC, muscular endurance was positively related to P3 amplitude. MC and its coordination and dexterity sub-component were positively related to task performance, with higher levels of coordination and dexterity showing an additional association with greater upper alpha ERD between 700 and 1000 ms following stimulus onset after controlling for age and NAF. These findings suggest relationships of NAF and MC with early childhood neurocognitive function. Specifically, muscular endurance is related to the neuroinhibition in facilitating effective allocation of attentional resources to stimulus evaluation while coordination and dexterity are related to cortical activation underlying strategic attentional preparation for subsequent stimulus evaluation.

Rahimi A., Roberts S.D., Baker J.R., Wojtowicz M.

Examining non-sport-related cognitive tasks of attention and executive control in skilled athletes may provide insight into the acquisition of highly specific skills developed in experts as well as help identify successful performance in sport. Through a cross-sectional design, this study examined performance on aspects of attention and executive control among varsity athletes playing soccer (strategic sport) or track & field (static sport) using a computerized test of attention and executive control. Ninety-seven university athletes participating in soccer (n = 50) or track and field (n = 47) were included in the study. Domains of attention and executive control were examined using the Attention Network Test-Interactions (ANT-I). Mean reaction time (RT) and intra-individual variability (IIV) were compared between groups as measures of performance speed and performance stability respectively. Soccer players demonstrated overall faster RTs (p = 0.0499; ηp2 = .04) and higher response accuracy (p = .021, d = .48) on the ANT-I compared to track and field athletes. Faster RTs were observed for soccer players when presented with an alerting tone (p = .029, d = .45), valid orienting cue (p = .019, d = .49) and incongruent flanker (p = .031, d = .45). No significant group differences were observed in IIV (p = .083, d = .36). Athletes engaging in strategic sports (i.e., soccer) demonstrated faster performance under test conditions that required higher vigilance and conflict resolution. These findings suggest that engagement in strategic sports is associated with enhanced performance on non-sport-related cognitive tasks of attention and executive control.

Boraczyński M., Boraczyński T., Gajewski J., Kamelska-Sadowska A.M., Gronek P., Laskin J.

Abstract The purpose of this study was to examine the effects of a 6-month high- or moderate-intensity total-body circuit training (CT) program on physical fitness in prepubertal soccer players. Sixty-seven prepubertal boys with a mean age of 11.2 ± 0.7 years completed the study. Participants from a soccer academy were randomly assigned either to a high-intensity CT group (HCT, n = 22) or a moderate-intensity CT group (MCT, n = 24). A control group (CON, n = 21) comprised age-matched individuals who were not involved in any regular training regime. CT protocols were included in the experimental group’s training sessions 3 times per week over 24 weeks as part of their usual weekly training regime. Based on the HR zone method, CT protocols included high- or moderate-intensity (85–95% HRmax or 75–85% HRmax) series of 3 different sets of upper- and lower-body strength exercises with articular and muscular mobilization, all culminated with 40-m sprints. Physical fitness was evaluated by the Eurofit test which included the flamingo balance (FLB), plate tapping (PLT), sit-and-reach (SAR), standing broad jump (SBJ), handgrip (HG), sit-ups (SUP), bent arm hang (BAH), 10×5 m shuttle run (SHR), and the Physical Working Capacity test (PWC170). The two-way ANOVA indicated group×time interaction effects for 5 components: the largest was for the SBJ (F2,63 = 42.895, p < 0.001, η2 = 0.577), and the lowest for the SHR (F2,63 = 5.006, p < 0.01, η2 = 0.137) indicating better improvements in the HCT compared to the MCT group. Furthermore, for HCT and MCT groups the highest pre- to post-intervention percentage changes were for the FLB and the SAR, while in the CON group the changes of all physical fitness components were not significant (p < 0.05). In conclusion, the intensity-controlled total-body CT protocol incorporated into a standard soccer training program is effective for enhancement in physical fitness performance in prepubertal soccer players.

Chen J., Wang X., Wu S., Zhong J., Chen W.

Background: This study aimed to investigate the association of elementary school students’ manipulative skill competency, cardiorespiratory fitness, and cognitive function with psychological wellbeing (PWB), as well as whether the association had gender differences. Methods: Participants were 291 fourth-grade students (166 boys vs. 125 girls; mean age = 9.770 years old; SD = 0.584) at two elementary schools from the province of Henan in China. The students’ soccer skills in manipulative skill competency were assessed using the PE Metric Assessment Rubric, cardiorespiratory fitness was assessed by means of the PACER 15 m test, and cognitive function and PWB were assessed using the d2 test of attention and Warwick–Edinburgh Mental Wellbeing Scale, respectively. Data were analyzed with descriptive statistics and multiple linear regression models. Results: The result of linear regression models showed that soccer skills, cardiorespiratory fitness, and cognitive function were collectively associated with PWB for the total sample (F (5, 285) = 3.097, p < 0.01), boys (F (5, 160) = 1.355, p < 0.01), and girls (F (5, 119) = 2.132, p < 0.01). Furthermore, the standardized regression coefficients (β) indicated that cardiorespiratory fitness was the only significant contributor to PWB for the total sample (β = 0.119, t = 2.021, p < 0.05), but not for boys and girls. Soccer skills and cognitive function were not individual significant contributors to PWB for the total sample, boys, and girls. Conclusions: Cardiorespiratory fitness was significantly associated with PWB, and there were no gender differences in the relationship of manipulative skill competency, cardiorespiratory fitness, and cognitive function with PWB in elementary school students. This study provides empirical evidence that improving cardiorespiratory fitness is an important intervention strategy to promote elementary school students’ PWB.

De Waelle S., Laureys F., Lenoir M., Bennett S.J., Deconinck F.J.

Children’s motor and cognitive functions develop rapidly during childhood. Physical activity and executive function are intricately linked during this important developmental period, with physical activity interventions consistently proving to benefit children’s executive function. However, it is less clear which type of physical activity shows the strongest associations with executive function in children. Therefore, this study compared executive function performance of children aged 8 to 12 that either participated in team sports or self-paced sports or were not involved in any kind of organized sports (non-athletes). Results demonstrate that children participating in team sports show superior executive function compared to children participating in self-paced sports and non-athletes. Importantly, children participating in self-paced sports do not outperform non-athletes when it comes to executive function. This study is the first to show that even at a very young age, team sports athletes outperform athletes from self-paced sports as well as non-athletes on a multifaceted and comprehensive test battery for executive function. Furthermore, our findings support the hypothesis that cognitively engaging physical activity, such as participation in team sports, might show stronger associations with executive functioning compared to other types of sports and physical activity.

Formenti D., Trecroci A., Duca M., Cavaggioni L., D’Angelo F., Passi A., Longo S., Alberti G.

The aim of the present study was to investigate the differences between types of sport (i.e., closed vs. open skills sport) on inhibitory control and motor fitness in children. Forty-nine children were allocated into three groups based on their sports participation, which comprised an open skill sport group, a closed skill sport group, and a sedentary group. Participants were tested on cognitive performance (inhibitory control by the Flanker task) and motor fitness (reaction time, speed, agility, power, balance). Open skill sport group appeared to display higher inhibitory control (response time and accuracy of incongruent condition of the Flanker task) and motor fitness performance (reaction time, speed, agility, power) than sedentary group, whereas its superiority over closed skill sport group was found only in speed and agility. Moreover, closed skill sport group had only a better reaction time than sedentary group. Our data supports the framework according to which cognitive demands in complex motor actions may contribute to explain the beneficial effects of exercise on inhibitory control. This might suggest that the complexity of the environment (typical in open skill sports) in which sport training is performed plays a key role for both cognitive and motor development in children.

Payne H., Costas B.

Background: In the United Kingdom, creative dance is classified as part of physical education rather than an important core subject. Purpose: Taking the U.K. National Curriculum as an example, the article’s primary aim is to examine literature exploring the benefits of creative dance, for children aged 3 to 11 years in mainstream state education, to evaluate whether creative dance can be categorized as experiential learning. Methodology/Approach: The literature review included key words in several databases and arrived at potential benefits which can be framed within experiential learning. Findings/Conclusions: The findings identify benefits of creative dance in socioemotional, arts-based, transferable, embodied, physical, and cognitive learning. Conceptualizing creative dance as experiential learning could support it filling a more central role in the curriculum. Implications: This article recontextualizes the role of creative dance in children’s learning through reviewing related literature. Creative dance might play a more central role in the curriculum when the benefits and its process are framed as experiential learning.

Ørbæk T., Engelsrud G.