Evaluation of a 12-Week Classroom-Based Gross Motor Program Designed to Enhance Motor Proficiency, Mathematics and Reading Outcomes of Year 1 School Children: A Pilot Study

Autor/inn/en	Macdonald, Kirstin; Milne, Nikki; Pope, Rodney; Orr, Robin
Titel	Evaluation of a 12-Week Classroom-Based Gross Motor Program Designed to Enhance Motor Proficiency, Mathematics and Reading Outcomes of Year 1 School Children: A Pilot Study
Quelle	In: Early Childhood Education Journal, 50 (2022) 5, S.811-822 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Macdonald, Kirstin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-021-01199-w
Schlagwörter	Psychomotor Skills; Motor Development; Intervention; Mathematics Achievement; Reading Achievement; Grade 1; Elementary School Students; Foreign Countries; Program Evaluation; Performance Tests; Achievement Tests; Australia; Bruininks Oseretsky Test of Motor Proficiency; Wechsler Individual Achievement Test + Suchen Sie Ihr Suchwort? Psychomotorische Aktivität; Motorische Entwicklung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; School year 01; 1. Schuljahr; Schuljahr 01; Ausland; Programme evaluation; Programmevaluation; Leistungsbeurteilung; Leistungsermittlung; Leistungsmessung; Leistungsüberprüfung; Achievement test; Achievement; Testing; Test; Tests; Leistung; Testdurchführung; Testen; Australien; WIAT; Eignungsprüfung; Eignungstest
Abstract	This study explored whether Year 1 school children exposed to a 12-week classroom-based gross motor program progressed differently than Year 1 children undertaking their regular school program in motor proficiency, mathematics, and reading outcomes. Fifty-five Australian Year 1 school children (25 boys, 30 girls, mean age 6.77 ± 0.40 years) were exposed to either (i) their normal school program (Class N) or (ii) a 12-week program comprised of gross motor circuits and physically active: a) reading lessons (Class R) or b) mathematics lessons (Class M). Motor proficiency and academic performance in mathematics and reading were assessed using the Bruininks-Oseretsky Test of Motor Proficiency (2nd Edition) and the Wechsler Individual Achievement Test--2nd Edition--Australian Standardised Edition, respectively. Differences in outcomes between classes following the 12-week program were assessed. Mean change scores for the mathematics composite were significantly greater for participants in Class R (9.61 ± 5.62, p = 0.001) and Class M (7.57 ± 5.79, p = 0.019) than for participants in Class N (0.76 ± 8.00). Mean change scores for reading (11.54 ± 7.51, p = 0.017) and total motor composites (6.12 ± 5.07, p = 0.034) were also significantly greater for participants in Class M than Class N (4.47 ± 3.50 and 0.82 ± 4.38 respectively). A 12-week classroom-based gross motor program may be beneficial for motor skill development and learning in Year 1 school children. This pilot evaluation may usefully inform future experimental studies to further investigate whether classroom-based motor skill programs have a beneficial effect on motor proficiency and academic outcomes in children in the early years of primary school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01