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dc.contributor.authorJylänki, Pinja
dc.contributor.authorMbay, Theo
dc.contributor.authorByman, Anni
dc.contributor.authorHakkarainen, Airi
dc.contributor.authorSääkslahti, Arja
dc.contributor.authorAunio, Pirjo
dc.date.accessioned2022-08-11T11:48:13Z
dc.date.available2022-08-11T11:48:13Z
dc.date.issued2022
dc.identifier.citationJylänki, P., Mbay, T., Byman, A., Hakkarainen, A., Sääkslahti, A., & Aunio, P. (2022). Cognitive and Academic Outcomes of Fundamental Motor Skill and Physical Activity Interventions Designed for Children with Special Educational Needs : A Systematic Review. <i>Brain Sciences</i>, <i>12</i>(8), Article 1001. <a href="https://doi.org/10.3390/brainsci12081001" target="_blank">https://doi.org/10.3390/brainsci12081001</a>
dc.identifier.otherCONVID_150979148
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/82475
dc.description.abstractThis systematic review aimed to investigate the methodological quality and the effects of fundamental motor skills and physical activity interventions on cognitive and academic skills in 3- to 7-year-old children with special educational needs. The review was reported in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) statement. A literature search was carried out in April 2020 (updated in January 2022) using seven electronic databases, including ERIC, Scopus, Web of Science, PsycINFO, CINAHL, PubMed, and SPORTDiscus. The methodological quality of the studies was assessed with Effective Public Health Practice Project (EPHPP) Quality Assessment Tool. Cohen’s d effect sizes and post-hoc power analyses were conducted for the included studies. Altogether 22 studies (1883 children) met the inclusion criteria, representing children at-risk for learning difficulties, due to family background (nstudies = 8), children with learning difficulties (nstudies = 7), learning disabilities (nstudies = 5), and physical disabilities (nstudies = 2). Two of the included 22 studies displayed strong, one moderate, and 19 studies weak methodological quality. The intervention effects appeared to be somewhat dependent on the severity of the learning difficulty; in cognitive and language skills, the effects were largest in children at-risk due to family background, whereas in executive functions the effects were largest in children with learning disabilities. However, due to the vast heterogeneity of the included studies, and a rather low methodological quality, it is challenging to summarize the findings in a generalizable manner. Thus, additional high-quality research is required to determine the effectiveness of the interventions.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherMDPI AG
dc.relation.ispartofseriesBrain Sciences
dc.rightsCC BY 4.0
dc.subject.otheracademic skills
dc.subject.othercognition
dc.subject.otherearly intervention
dc.subject.othermotor skills
dc.subject.otherphysical activity
dc.subject.otherspecial educational needs
dc.subject.othersystematic review
dc.titleCognitive and Academic Outcomes of Fundamental Motor Skill and Physical Activity Interventions Designed for Children with Special Educational Needs : A Systematic Review
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202208114021
dc.contributor.laitosLiikuntatieteellinen tiedekuntafi
dc.contributor.laitosFaculty of Sport and Health Sciencesen
dc.contributor.oppiaineLiikuntapedagogiikkafi
dc.contributor.oppiaineSport Pedagogyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_dcae04bc
dc.description.reviewstatuspeerReviewed
dc.relation.issn2076-3425
dc.relation.numberinseries8
dc.relation.volume12
dc.type.versionpublishedVersion
dc.rights.copyright© 2022 by the Authors.
dc.rights.accesslevelopenAccessfi
dc.subject.ysosystemaattiset kirjallisuuskatsaukset
dc.subject.ysovarhainen puuttuminen
dc.subject.ysooppiminen
dc.subject.ysoerityisopetus
dc.subject.ysomotoriset taidot
dc.subject.ysoperhetausta
dc.subject.ysofyysinen aktiivisuus
dc.subject.ysokognitiiviset taidot
dc.subject.ysooppimisvaikeudet
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p29683
jyx.subject.urihttp://www.yso.fi/onto/yso/p16705
jyx.subject.urihttp://www.yso.fi/onto/yso/p2945
jyx.subject.urihttp://www.yso.fi/onto/yso/p6984
jyx.subject.urihttp://www.yso.fi/onto/yso/p24478
jyx.subject.urihttp://www.yso.fi/onto/yso/p8799
jyx.subject.urihttp://www.yso.fi/onto/yso/p23102
jyx.subject.urihttp://www.yso.fi/onto/yso/p24920
jyx.subject.urihttp://www.yso.fi/onto/yso/p5302
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.3390/brainsci12081001
jyx.fundinginformationThis research was funded by the Ministry of Education and Culture [grant number 48825]; and the Finnish Cultural Foundation [Huhtamäen rahasto 2019, no grant number available].
dc.type.okmA2


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