Promoting Children’s Psychomotor Development with Multi-Teaching Didactics

Dados Bibliográficos

ID15475486
AutoresPietro Luigi Invernizzi (0000-0002-1376-1613, University of Milan), Gabriele Signorini (0000-0002-0452-0172, University of Milan), Marta Rigon (0009-0000-0048-7849, University of Milan), Alin Larion (0000-0001-6419-5095, Ovidius University), Gaetano Raiola (0000-0002-7659-1674, University of Salerno), Francesca D’Elia (0000-0003-1441-8101, University of Salerno), Andrea Bosio (0000-0002-9772-4288, Human Performance Laboratory, Mapei Sport, 21057 Olgiate Olona, Italy), Raffaele Scurati (0000-0003-3247-1977, University of Milan, autor correspondente)
Ano2022
Volume19
Fascículo17
Páginas10939-10939
Data de publicação2022-09-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoInternational Journal of Environmental Research and Public Health (JOURNAL)
Identificadores do periódicoISSN: 1661-7827 • E-ISSN: 1660-4601
EditoraMultidisciplinary Digital Publishing Institute (PUBLISHER • CH)
DOI10.3390/ijerph191710939
PMID36078655
OpenAlexW4294152639
IdiomaEN
Citações recebidas5
Referências citadas73

This group randomized control trial examined the dose-response effect of varied combinations of linear and nonlinear pedagogy (enriched physical education with specific program led by specialist vs. conventional physical education led by generalist) for improving first-grade children's motor creativity, executive functions, self-efficacy, and learning enjoyment. We led three physical education classes per group through 12 weeks of combined instruction, based on linear and nonlinear pedagogy: mostly linear (ML; 80% linear, 20% nonlinear; n = 62); mostly nonlinear (MNL; 20% linear, 80% nonlinear; n = 61); and control (C; conventional teaching from generalists; n = 60). MNL improved in (a) motor creativity ability (DMA; 48.7%, 76.5%, and 47.6% for locomotor, stability, and manipulative tasks, respectively); (b) executive functions (working memory and inhibitory control) for RNG task (14.7%) and task errors (70.8%); (c) self-efficacy (5.9%); and (d) enjoyment (8.3%). In ML, DMA improved by 18.0% in locomotor and 60.9% in manipulative tasks. C improved of 10.5% in enjoyment, and RNG task worsened by 22.6%. MNL improvements in DMA tasks, executive functions, and self-efficacy were significantly better than those in C. ML was better than C in DMA task and in executive functions' task errors. Overall, ML and MNL approaches were more effective than conventional generalist teaching (C), and the MNL combination of 80% nonlinear and 20% linear pedagogy was optimal. We recommend that educators favor the MNL approach

Biology · Cognition · Creativity · Developmental psychology · Executive functions · Generalist and specialist species · Mathematics education · Motor skill · Nonlinear system · Psychomotor learning · Randomized controlled trial · Task (project management · Working memory · Children's Physical and Motor Development · Engineering · Medicine · Motivation and Self-Concept in Sports · Neuroscience · Psychology · Social Psychology · Sports and Physical Education Research · Internal Medicine