Motor-enriched learning activities can improve mathematical performance in preadolescent children

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Standard

Motor-enriched learning activities can improve mathematical performance in preadolescent children. / Beck, Mikkel Malling; Lind, Rune Rasmussen; Geertsen, Svend Sparre; Ritz, Christian; Lundbye-Jensen, Jesper; Wienecke, Jacob.

I: Frontiers in Human Neuroscience, Bind 10, 645, 2016.

Publikation: Bidrag til tidsskriftTidsskriftartikelfagfællebedømt

Harvard

Beck, MM, Lind, RR, Geertsen, SS, Ritz, C, Lundbye-Jensen, J & Wienecke, J 2016, 'Motor-enriched learning activities can improve mathematical performance in preadolescent children', Frontiers in Human Neuroscience, bind 10, 645. https://doi.org/10.3389/fnhum.2016.00645

APA

Beck, M. M., Lind, R. R., Geertsen, S. S., Ritz, C., Lundbye-Jensen, J., & Wienecke, J. (2016). Motor-enriched learning activities can improve mathematical performance in preadolescent children. Frontiers in Human Neuroscience, 10, [645]. https://doi.org/10.3389/fnhum.2016.00645

Vancouver

Beck MM, Lind RR, Geertsen SS, Ritz C, Lundbye-Jensen J, Wienecke J. Motor-enriched learning activities can improve mathematical performance in preadolescent children. Frontiers in Human Neuroscience. 2016;10. 645. https://doi.org/10.3389/fnhum.2016.00645

Author

Beck, Mikkel Malling ; Lind, Rune Rasmussen ; Geertsen, Svend Sparre ; Ritz, Christian ; Lundbye-Jensen, Jesper ; Wienecke, Jacob. / Motor-enriched learning activities can improve mathematical performance in preadolescent children. I: Frontiers in Human Neuroscience. 2016 ; Bind 10.

Bibtex

@article{098138de23754ef0b2dcd27a325d1771,
title = "Motor-enriched learning activities can improve mathematical performance in preadolescent children",
abstract = "Objective: An emerging field of research indicates that physical activity can benefit cognitive functions and academic achievements in children. However, less is known about how academic achievements can benefit from specific types of motor activities (e.g., fine and gross) integrated into learning activities. Thus, the aim of this study was to investigate whether fine or gross motor activity integrated into math lessons (i.e., motor-enrichment) could improve children's mathematical performance.Methods: A 6-week within school cluster-randomized intervention study investigated the effects of motor-enriched mathematical teaching in Danish preadolescent children (n = 165, age = 7.5 ± 0.02 years). Three groups were included: a control group (CON), which received non-motor enriched conventional mathematical teaching, a fine motor math group (FMM) and a gross motor math group (GMM), which received mathematical teaching enriched with fine and gross motor activity, respectively. The children were tested before (T0), immediately after (T1) and 8 weeks after the intervention (T2). A standardized mathematical test (50 tasks) was used to evaluate mathematical performance. Furthermore, it was investigated whether motor-enriched math was accompanied by different effects in low and normal math performers. Additionally, the study investigated the potential contribution of cognitive functions and motor skills on mathematical performance.Results: All groups improved their mathematical performance from T0 to T1. However, from T0 to T1, the improvement was significantly greater in GMM compared to FMM (1.87 ± 0.71 correct answers) (p = 0.02). At T2 no significant differences in mathematical performance were observed. A subgroup analysis revealed that normal math-performers benefitted from GMM compared to both CON 1.78 ± 0.73 correct answers (p = 0.04) and FMM 2.14 ± 0.72 correct answers (p = 0.008). These effects were not observed in low math-performers. The effects were partly accounted for by visuo-spatial short-term memory and gross motor skills.Conclusion: The study demonstrates that motor enriched learning activities can improve mathematical performance. In normal math performers GMM led to larger improvements than FMM and CON. This was not the case for the low math performers. Future studies should further elucidate the neurophysiological mechanisms underlying the observed behavioral effects.",
keywords = "Faculty of Science, Children, Motor skilld, Exercise, Integrated physical activity, Academic achievement, Cognition, Learning",
author = "Beck, {Mikkel Malling} and Lind, {Rune Rasmussen} and Geertsen, {Svend Sparre} and Christian Ritz and Jesper Lundbye-Jensen and Jacob Wienecke",
note = "CURIS 2016 NEXS 375",
year = "2016",
doi = "10.3389/fnhum.2016.00645",
language = "English",
volume = "10",
journal = "Frontiers in Human Neuroscience",
issn = "1662-5161",
publisher = "Frontiers Research Foundation",

}

RIS

TY - JOUR

T1 - Motor-enriched learning activities can improve mathematical performance in preadolescent children

AU - Beck, Mikkel Malling

AU - Lind, Rune Rasmussen

AU - Geertsen, Svend Sparre

AU - Ritz, Christian

AU - Lundbye-Jensen, Jesper

AU - Wienecke, Jacob

N1 - CURIS 2016 NEXS 375

PY - 2016

Y1 - 2016

N2 - Objective: An emerging field of research indicates that physical activity can benefit cognitive functions and academic achievements in children. However, less is known about how academic achievements can benefit from specific types of motor activities (e.g., fine and gross) integrated into learning activities. Thus, the aim of this study was to investigate whether fine or gross motor activity integrated into math lessons (i.e., motor-enrichment) could improve children's mathematical performance.Methods: A 6-week within school cluster-randomized intervention study investigated the effects of motor-enriched mathematical teaching in Danish preadolescent children (n = 165, age = 7.5 ± 0.02 years). Three groups were included: a control group (CON), which received non-motor enriched conventional mathematical teaching, a fine motor math group (FMM) and a gross motor math group (GMM), which received mathematical teaching enriched with fine and gross motor activity, respectively. The children were tested before (T0), immediately after (T1) and 8 weeks after the intervention (T2). A standardized mathematical test (50 tasks) was used to evaluate mathematical performance. Furthermore, it was investigated whether motor-enriched math was accompanied by different effects in low and normal math performers. Additionally, the study investigated the potential contribution of cognitive functions and motor skills on mathematical performance.Results: All groups improved their mathematical performance from T0 to T1. However, from T0 to T1, the improvement was significantly greater in GMM compared to FMM (1.87 ± 0.71 correct answers) (p = 0.02). At T2 no significant differences in mathematical performance were observed. A subgroup analysis revealed that normal math-performers benefitted from GMM compared to both CON 1.78 ± 0.73 correct answers (p = 0.04) and FMM 2.14 ± 0.72 correct answers (p = 0.008). These effects were not observed in low math-performers. The effects were partly accounted for by visuo-spatial short-term memory and gross motor skills.Conclusion: The study demonstrates that motor enriched learning activities can improve mathematical performance. In normal math performers GMM led to larger improvements than FMM and CON. This was not the case for the low math performers. Future studies should further elucidate the neurophysiological mechanisms underlying the observed behavioral effects.

AB - Objective: An emerging field of research indicates that physical activity can benefit cognitive functions and academic achievements in children. However, less is known about how academic achievements can benefit from specific types of motor activities (e.g., fine and gross) integrated into learning activities. Thus, the aim of this study was to investigate whether fine or gross motor activity integrated into math lessons (i.e., motor-enrichment) could improve children's mathematical performance.Methods: A 6-week within school cluster-randomized intervention study investigated the effects of motor-enriched mathematical teaching in Danish preadolescent children (n = 165, age = 7.5 ± 0.02 years). Three groups were included: a control group (CON), which received non-motor enriched conventional mathematical teaching, a fine motor math group (FMM) and a gross motor math group (GMM), which received mathematical teaching enriched with fine and gross motor activity, respectively. The children were tested before (T0), immediately after (T1) and 8 weeks after the intervention (T2). A standardized mathematical test (50 tasks) was used to evaluate mathematical performance. Furthermore, it was investigated whether motor-enriched math was accompanied by different effects in low and normal math performers. Additionally, the study investigated the potential contribution of cognitive functions and motor skills on mathematical performance.Results: All groups improved their mathematical performance from T0 to T1. However, from T0 to T1, the improvement was significantly greater in GMM compared to FMM (1.87 ± 0.71 correct answers) (p = 0.02). At T2 no significant differences in mathematical performance were observed. A subgroup analysis revealed that normal math-performers benefitted from GMM compared to both CON 1.78 ± 0.73 correct answers (p = 0.04) and FMM 2.14 ± 0.72 correct answers (p = 0.008). These effects were not observed in low math-performers. The effects were partly accounted for by visuo-spatial short-term memory and gross motor skills.Conclusion: The study demonstrates that motor enriched learning activities can improve mathematical performance. In normal math performers GMM led to larger improvements than FMM and CON. This was not the case for the low math performers. Future studies should further elucidate the neurophysiological mechanisms underlying the observed behavioral effects.

KW - Faculty of Science

KW - Children

KW - Motor skilld

KW - Exercise

KW - Integrated physical activity

KW - Academic achievement

KW - Cognition

KW - Learning

U2 - 10.3389/fnhum.2016.00645

DO - 10.3389/fnhum.2016.00645

M3 - Journal article

C2 - 28066215

VL - 10

JO - Frontiers in Human Neuroscience

JF - Frontiers in Human Neuroscience

SN - 1662-5161

M1 - 645

ER -

ID: 171552223