ABSTRACT

Structured motor tasks may affect cognitive development by creating a cognitively challenging “enriched environment’, giving opportunity for social cooperation, increasing the joy to learn through play, improving the sense of mastery and competence. The study investigated the association between motor and cognitive exercises, through a teacher-led programme, to provide kindergarten children with the skills necessary for school literacy. Using a cluster-randomized trial design with an intervention group (N = 110) and a control group (N = 64), we examined the effects of a 3-month teacher-led motor programme enriched by executive function tasks. In the intervention group, significant gains were found from pre-test to post-test in scores on general literacy prerequisites subscales such as behaviour, motor, linguistic comprehension, oral expression, metacognition. Results suggest the need to implement new and enjoyable ways of teaching to enhance children’s school readiness through motor activities.

Abbreviations: PA=Physical Activity; PMA=Programma Motorio Arricchito (Enriched Motor Programme)

摘要

有组织的运动任务可能会通过创造一个具有挑战性的“富裕环境”，给与社会合作机会，增加通过游戏学习的乐趣，提高精通能力和能力的意识，从而影响认知能力的发展。该研究通过教师主导的计划调查了运动与认知锻炼之间的联系，以向幼儿园儿童提供学校扫盲所需的技能。使用具有干预组（N = 110）和对照组（N = 64）的集群随机试验设计，我们检查了由执行功能任务丰富的，为期3个月的教师主导的运动计划的效果。在干预组中，从一般测试的先决条件子量表（例如行为，运动，语言理解，口头表达，元认知。结果表明，有必要采用新颖有趣的教学方法，通过运动来增强孩子的入学准备。

缩写：PA =体力活动；PMA =赛车高级课程（Enriched Motor Programme）