Impact of a motor activity program with executive functions to strengthen the integral development of the child
Main Article Content
Abstract
The present investigation consisted in analyzing the impact of the application of a program of motor activity linked to executive functions, in order to contribute to the development of cognition, executive functions, motor skills, reading, writing and mathematics. The sample consisted of 66 children (35 experimental group and 31 control group) with normal development and ages ranging from 5.2 to 6.9 years, the average was 6.2 ± 054, who attended third kindergarten and first grade of a public school of the city of León, Spain. To carry out the program, the children made their materials and their parents supported them in the design of the most difficult materials. The program was completed in 45 sessions 2 per week, with a duration of 60 minutes each, during 6 months, being transcendental that a week a month the parents of the family participated in the class. The instruments used were: Merrill Palmer Revised Developmental Scale, NEPSY Test II, Infant Neuropsychological Maturity Questionnaire, Movement Assessment Battery for Children-2 and Mathematical Competence Test Basic. The most relevant results indicate that in the pre-test and post-test experimental group there are significant differences in: motor cognition, executive functions, writing and reading with a p <0.05. Among the control groups and experimental post-test, significant differences were found p <0.05 in: motor cognition, executive functions, writing and reading. In conclusion: the importance of creating motor programs linked to the executive functions is emphasized in order to strengthen the integral formation of the child.
Keywords:
Downloads
Article Details
References
American Psychiatric Association (2014). Manual Diagnostico y Estadistico de los Trastornos Mentales-5-R), 5ª. Ed. Madrid: Editorial Médica Panamericana. doi:10.1176/appibooks.9780890425596.744053
Ahnert, J., Schneider, W., y Bös, K. (2009). Developmental changes and individual stability of motor abilities from the preschool period to young adulthood. Human development from early childhood to early adulthood: Evidence from the Munich Longitudinal Study on the Genesis of Individual Competencies (LOGIC), 35-62.
Blakey, E., y Carroll, D. J. (2015). A Short Executive Function Training Program Improves Preschoolers’ Working Memory. Frontiers in Psychology, 6, 1827. doi: 10.3389/fpsyg.2015.01827
Bornstein, D. B., Beets, M. W., Byun, W., y McIver, K. (2011). Accelerometer-derived physical activity levels of preschoolers: a meta-analysis. J Sci Med Sport, 14(6), 504-511. doi: 10.1016/j.jsams.2011.05.007
Carlson, S. M., White, R. E., y Davis-Unger, A. (2014). Evidence for a relation between executive function and pretense representation in preschool children. Cognitive Development, 29, 10.1016/j.cogdev.2013.09.001. doi: 10.1016/j.cogdev.2013.09.001
Cragg, L., y Gilmore, C. (2014). Skills underlying mathematics: The role of executive function in the development of mathematics proficiency. Trends in Neuroscience and Education, 3(2), 63-68. doi: 10.1016/j.tine.2013.12.001i
Durivage, J. (2007). Educación y psicomotricidad: Manual para el nivel preescolar. México: Trillas.
Flores, P.J.; Margarita, C.; Gómez, J.A.; Barreto, Y.; Valdovinos, O.; Vicente, J.U.; Del Río, J.E. (2017). Medición del tiempo efectivo de la clase de educación física y su impacto en el gasto calórico en escolares de nivel primaria del municipio de Colima, México. Sportis Sci J, 3 (1), 34-49. doi: 10.17979/sportis.2017.3.1.1766
Hardy, L. L., Reinten-Reynolds, T., Espinel, P., Zask, A., y Okely, A. D. (2012). Prevalence and correlates of low fundamental movement skill competency in children. Pediatrics, 130(2), e390-398. doi: 10.1542/peds.2012-0345
Jess, M., y Collins 1, D. (2003). Primary physical education in Scotland: The future in the making. European Journal of Physical Education, 8(2), 103-118. doi:10.1080/1740898030080202.
Jones, R. A., Riethmuller, A., Hesketh, K., Trezise, J., Batterham, M., y Okely, A. D. (2011). Promoting fundamental movement skill development and physical activity in early childhood settings: a cluster randomized controlled trial. Pediatr Exerc Sci, 23(4), 600-615. http://hdl.handle.net/10536/DRO/DU:30043903
Kim, H., Carlson, A. G., Curby, T. W. y Winsler, A. (2016). Relations among motor, social, and cognitive skills in pre-kindergarten children with developmental disabilities. Research in Developmental Disabilities, 53–54, 43-60. doi:10.1016/j.ridd.2016.01.016
Livesey, D., Keen, J., Rouse, J., y White, F. (2006). The relationship between measures of executive function, motor performance and externalising behaviour in 5- and 6-year-old children. Hum Mov Sci, 25(1), 50-64. doi: 10.1016/j.humov.2005.10.008
López, L., Santos, R., Pereira, B., y López, V. P. (2013). Associations between gross motor coordination and academic achievement in elementary school children. Hum Mov Sci, 32(1), 9-20. doi: 10.1016/j.humov.2012.05.005
Madrigal, A. S., Lizano, A. A., y Vargas, G. A. (2008). Aprendizaje de las matemáticas por medio del movimiento: una alternativa más de la educación física. MHSALUD: Revista en Ciencias del Movimiento Humano y Salud, 5(2). doi: 10.15517/pensarmov.v1i2.424.
Meza, J. (2000). Psicología Evolutiva de 0 a 12 años. Infancia Intermedia. México: Editorial McGraw-Hill.
Miller, M. R., Müller, U., Giesbrecht, G. F., Carpendale, J. I., y Kerns, K. A. (2013). The contribution of executive function and social understanding to preschoolers’ letter and math skills. Cognitive Development, 28(4), 331-349. doi: 10.1016/j.cogdev.2012.10.005
Moriguchi, Y., y Hiraki, K. (2013). Prefrontal cortex and executive function in young children: a review of NIRS studies. Front Hum Neurosci, 7, 867. doi: 10.3389/fnhum.2013.00867
Nelson, K. (2014). Pathways from infancy to the community of shared minds / El camino desde la primera infancia a la comunidad de mentes compartidas. Infancia y Aprendizaje, 37(1), 1-24. doi: 10.1080/02103702.2014.881654
Noguera, L., Herazo, Y., y Vidarte, J. (2013). Correlación entre perfil psicomotor y rendimiento lógico-matemático en niños de 4 a 8 años. Revista Ciencias de la Salud, 11(2), 185-194.
Nolan, J. E. (2004). Analysis of Kavale and Mattson's "balance beam" study (1983): criteria for selection of articles. Percept Mot Skills, 99(1), 63-82. doi: 10.2466/pms.99.1.63-82
Piek, J. P., Dawson, L., Smith, L. M., y Gasson, N. (2008). The role of early fine and gross motor development on later motor and cognitive ability. Hum Mov Sci, 27(5), 668-681. doi: 10.1016/j.humov.2007.11.002
Pless, M., y Carlsson, M. (2000). Effects of motor skill intervention on developmental coordination disorder: a meta‐analysis. Adapted Physical Activity Quarterly, 17, 381‐401. doi: 10.1123/apaq.17.4.381
Portellano, A. (1997). Prevención primaria del fracaso escolar: el cuestionario de madurez neuropsicológica infantil (CUMANIN). Un estudio experimental. Psicología educativa, 3(1), 89-100. http://dialnet.unirioja.es/servlet/articulo?codigo=2826387.
Portellano, A., Mateos, R., y Martínez, R. (2009). Cuestionario de madurez neuropsicológica infantil. Madrid: Tea Ediciones.
Riethmuller, A. M., Jones, R., y Okely, A. D. (2009). Efficacy of interventions to improve motor development in young children: a systematic review. Pediatrics, 124(4), e782-792. doi: 10.1542/peds.2009-0333
Roebers, C. M., Rothlisberger, M., Neuenschwander, R., Cimeli, P., Michel, E., y Jager, K. (2014). The relation between cognitive and motor performance and their relevance for children's transition to school: a latent variable approach. Hum Mov Sci, 33, 284-297. doi: 10.1016/j.humov.2013.08.011
Rosselli, M., Matute, E., y Ardila, A., (2010). Neuropsicología del desarrollo infantil. México: Manual Moderno.
Salgado, M. y Salinas, M. J. (2012). Competencia matemática en niños de 4 años. Edma 0-6: Educación Matemática en la Infancia, 1(1), 54-62. http://dialnet.unirioja.es/descarga/articulo/4836769.pdf.
Sheikh, M., Safania, A. M., y Afshari, J. (2011). Effect of selected motor skills on motor development of both genders aged 5 and 6 years old. Procedia-Social and Behavioral Sciences, 15, 1723-1725. doi:10.1016/j.sbspro.2011.03.358.
Silva, M., Neves, G., y Moreira, S. (2016). Effects of an Educational Psychomotor Intervention program in preschool children. Sportis Sci J, 2 (3), 326-342. doi: 10.17979/sportis.2016.2.3.1563.
Solís, A, Prieto y J, Mistal, P. y Vázquez, M. (2016). Percepción y aplicación de la psicomotricidad por parte del profesorado de la etapa Infantil. Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity, 3(1), 141-160.
Thibodeau, R. B., Gilpin, A. T., Brown, M. M., y Meyer, B. A. (2016). The effects of fantastical pretend-play on the development of executive functions: An intervention study. Journal of Experimental Child Psychology, 145, 120-138. doi:10.1016/j.jecp.2016.01.001
Utley, A., Nasr, M., y Astill, S. (2010). The use of sound during exercise to assist development for children with and without movement difficulties. Disabil Rehabil, 32(18), 1495-1500. doi: 10.3109/09638288.2010.496946
Videmšek, M., Klopčič, P., Štihec, J., y Karpljuk, D. (2006). The analysis of the arch of the foot in three-year-old children–a case of Ljubljana. Kinesiology, 38(1), 78-85. http://hrcak.srce.hr/file/6838
Westendorp, M., Hartman, E., Houwen, S., Smith, J., y Visscher, C. (2011). The relationship between gross motor skills and academic achievement in children with learning disabilities. Res Dev Disabil, 32(6), 2773-2779. doi: 0.1016/j.ridd.2011.05.032