dc.contributor.author | Pesce, Caterina | |
dc.contributor.author | Masci, Ilaria | |
dc.contributor.author | Marchetti, Rosalba | |
dc.contributor.author | Vazou, Spyridoula | |
dc.contributor.author | Sääkslahti, Arja | |
dc.contributor.author | Tomporowski, Phillip D. | |
dc.date.accessioned | 2016-04-22T05:30:12Z | |
dc.date.available | 2016-04-22T05:30:12Z | |
dc.date.issued | 2016 | |
dc.identifier.citation | Pesce, C., Masci, I., Marchetti, R., Vazou, S., Sääkslahti, A., & Tomporowski, P. D. (2016). Deliberate play and preparation jointly benefit motor and cognitive development : mediated and moderated effects. <i>Frontiers in Psychology</i>, <i>7</i>, Article 349. <a href="https://doi.org/10.3389/fpsyg.2016.00349" target="_blank">https://doi.org/10.3389/fpsyg.2016.00349</a> | |
dc.identifier.other | CONVID_25584881 | |
dc.identifier.other | TUTKAID_69384 | |
dc.identifier.uri | https://jyx.jyu.fi/handle/123456789/49402 | |
dc.description.abstract | In light of the interrelation between motor and cognitive development and the predictive
value of the former for the latter, the secular decline observed in motor coordination
ability as early as preschool urges identification of interventions that may jointly
impact motor and cognitive efficiency. The aim of this study was twofold. It (1)
explored the outcomes of enriched physical education (PE), centered on deliberate
play and cognitively challenging variability of practice, on motor coordination and
cognitive processing; (2) examined whether motor coordination outcomes mediate
intervention effects on children’s cognition, while controlling for moderation by lifestyle
factors as outdoor play habits and weight status. Four hundred and sixty children
aged 5–10 years participated in a 6-month group randomized intervention in PE,
with or without playful coordinative and cognitive enrichment. The weight status and
spontaneous outdoor play habits of children (parental report of outdoor play) were
evaluated at baseline. Before and after the intervention, motor developmental level
(Movement Assessment Battery for Children) was evaluated in all children, who were
then assessed either with a test of working memory (Random Number Generation task),
or with a test of attention (from the Cognitive Assessment System). Children assigned
to the ‘enriched’ intervention showed more pronounced improvements in all motor
coordination assessments (manual dexterity, ball skills, static/dynamic balance). The
beneficial effect on ball skills was amplified by the level of spontaneous outdoor play and
weight status. Among indices of executive function and attention, only that of inhibition
showed a differential effect of intervention type. Moderated mediation showed that the
better outcome of the enriched PE on ball skills mediated the better inhibition outcome,
but only when the enrichment intervention was paralleled by a medium-to-high level
of outdoor play. Results suggest that specifically tailored physical activity (PA) games
provide a unique form of enrichment that impacts children’s cognitive development
through motor coordination improvement, particularly object control skills, which are
linked to children’s PA habits later in life. Outdoor play appears to offer the natural ground
for the stimulation by designed PA games to take root in children’s mind. | |
dc.language.iso | eng | |
dc.publisher | Frontiers Research Foundation | |
dc.relation.ispartofseries | Frontiers in Psychology | |
dc.subject.other | executive function | |
dc.subject.other | variability | |
dc.subject.other | enrichment | |
dc.subject.other | physical activity | |
dc.subject.other | spontaneous play | |
dc.subject.other | body weight | |
dc.subject.other | children | |
dc.title | Deliberate play and preparation jointly benefit motor and cognitive development : mediated and moderated effects | |
dc.type | article | |
dc.identifier.urn | URN:NBN:fi:jyu-201604202258 | |
dc.contributor.laitos | Liikuntakasvatuksen laitos | fi |
dc.contributor.laitos | Department of Sport Sciences | en |
dc.contributor.oppiaine | Liikuntapedagogiikka | fi |
dc.contributor.oppiaine | Sport Pedagogy | en |
dc.type.uri | http://purl.org/eprint/type/JournalArticle | |
dc.date.updated | 2016-04-20T09:15:12Z | |
dc.type.coar | http://purl.org/coar/resource_type/c_2df8fbb1 | |
dc.description.reviewstatus | peerReviewed | |
dc.relation.issn | 1664-1078 | |
dc.relation.numberinseries | 0 | |
dc.relation.volume | 7 | |
dc.type.version | publishedVersion | |
dc.rights.copyright | © 2016 Pesce, Masci, Marchetti, Vazou, Sääkslahti and Tomporowski. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). | |
dc.rights.accesslevel | openAccess | fi |
dc.rights.url | http://creativecommons.org/licenses/by/4.0/ | |
dc.relation.doi | 10.3389/fpsyg.2016.00349 | |
dc.type.okm | A1 | |