{"title":"体育活动在学前要求的生理激活中的作用。","authors":"Francesca Latino, Francesco Tafuri","doi":"10.3934/Neuroscience.2024016","DOIUrl":null,"url":null,"abstract":"<p><p>Physical activity during the developmental age is an indispensable tool for the physical and mental growth of children. Thanks to physical activity, individuals have the opportunity to improve their physical efficiency and promote better health, establish relationships with the environment and with others, and develop cognitive processes. Therefore, the aim of this study is to investigate the relationship between physical activity and the development of scholastic prerequisites among kindergarten children. 52 children (aged 4-5) participated in either a classroom-based physical activity program (60'/3 days per week) or regular lessons. At the beginning and end of the intervention programs, a set of standardized motor evaluation tests and the Observational Questionnaire for the Early Identification of Learning Disabilities (IPDA) were administered. As a result, a meaningful Time x Group interaction for the IPDA Variable was observed. The aforementioned development denotes a noteworthy advancement within the treatment group (p < 0.001). Conversely, no substantial modification was noted in the control group. The findings derived from this study provide a foundational support to the concept that physical activity integrated into classroom settings is an effective strategy to improve both scholastic prerequisites and academic performance.</p>","PeriodicalId":7732,"journal":{"name":"AIMS Neuroscience","volume":null,"pages":null},"PeriodicalIF":3.1000,"publicationDate":"2024-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11486611/pdf/","citationCount":"0","resultStr":"{\"title\":\"The role of physical activity in the physiological activation of the scholastic pre-requirements.\",\"authors\":\"Francesca Latino, Francesco Tafuri\",\"doi\":\"10.3934/Neuroscience.2024016\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Physical activity during the developmental age is an indispensable tool for the physical and mental growth of children. Thanks to physical activity, individuals have the opportunity to improve their physical efficiency and promote better health, establish relationships with the environment and with others, and develop cognitive processes. Therefore, the aim of this study is to investigate the relationship between physical activity and the development of scholastic prerequisites among kindergarten children. 52 children (aged 4-5) participated in either a classroom-based physical activity program (60'/3 days per week) or regular lessons. At the beginning and end of the intervention programs, a set of standardized motor evaluation tests and the Observational Questionnaire for the Early Identification of Learning Disabilities (IPDA) were administered. As a result, a meaningful Time x Group interaction for the IPDA Variable was observed. The aforementioned development denotes a noteworthy advancement within the treatment group (p < 0.001). Conversely, no substantial modification was noted in the control group. The findings derived from this study provide a foundational support to the concept that physical activity integrated into classroom settings is an effective strategy to improve both scholastic prerequisites and academic performance.</p>\",\"PeriodicalId\":7732,\"journal\":{\"name\":\"AIMS Neuroscience\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.1000,\"publicationDate\":\"2024-08-19\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11486611/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"AIMS Neuroscience\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.3934/Neuroscience.2024016\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2024/1/1 0:00:00\",\"PubModel\":\"eCollection\",\"JCR\":\"Q2\",\"JCRName\":\"NEUROSCIENCES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"AIMS Neuroscience","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3934/Neuroscience.2024016","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/1/1 0:00:00","PubModel":"eCollection","JCR":"Q2","JCRName":"NEUROSCIENCES","Score":null,"Total":0}
The role of physical activity in the physiological activation of the scholastic pre-requirements.
Physical activity during the developmental age is an indispensable tool for the physical and mental growth of children. Thanks to physical activity, individuals have the opportunity to improve their physical efficiency and promote better health, establish relationships with the environment and with others, and develop cognitive processes. Therefore, the aim of this study is to investigate the relationship between physical activity and the development of scholastic prerequisites among kindergarten children. 52 children (aged 4-5) participated in either a classroom-based physical activity program (60'/3 days per week) or regular lessons. At the beginning and end of the intervention programs, a set of standardized motor evaluation tests and the Observational Questionnaire for the Early Identification of Learning Disabilities (IPDA) were administered. As a result, a meaningful Time x Group interaction for the IPDA Variable was observed. The aforementioned development denotes a noteworthy advancement within the treatment group (p < 0.001). Conversely, no substantial modification was noted in the control group. The findings derived from this study provide a foundational support to the concept that physical activity integrated into classroom settings is an effective strategy to improve both scholastic prerequisites and academic performance.
期刊介绍:
AIMS Neuroscience is an international Open Access journal devoted to publishing peer-reviewed, high quality, original papers from all areas in the field of neuroscience. The primary focus is to provide a forum in which to expedite the speed with which theoretical neuroscience progresses toward generating testable hypotheses. In the presence of current and developing technology that offers unprecedented access to functions of the nervous system at all levels, the journal is designed to serve the role of providing the widest variety of the best theoretical views leading to suggested studies. Single blind peer review is provided for all articles and commentaries.