Improvement of executive function through cognitively challenging physical activity with nonlinear pedagogy in elementary schools

Elumalai, Gunathevan

Improvement of executive function through cognitively challenging physical activity with nonlinear pedagogy in elementary schools

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Title

Improvement of executive function through cognitively challenging physical activity with nonlinear pedagogy in elementary schools

Type

Article

Main Author

Elumalai, Gunathevan

Subject

GT Manners and customs

ISBN

1579-1726

Language Code

eng

Bibliographic Details

Place of Production

Tanjung Malim

Publisher

Fakulti Sains Sukan & Kejurulatihan

Year of publication

2024

Notes

Retos

Dissertation Note

Other

Degree Type

Others

Corporate Name

Universiti Pendidikan Sultan Idris

HTTP Link

Access Web Resource

Abstract

This study investigated the effects of cognitively challenging with nonlinear pedagogical games on the executive functions and situational interests of students in physical education. Participants were 145 fifth and sixth-grade students (74 boys, 71 girls) from four elementary schools. This acute investigation, which included a physical education session, utilized a quasi-experimental design with four groups, repeated measures, and cross-over. After the post-test, one fifth-and one sixth-grade class from each school was randomly assigned to Group 1 with cognitively challenging nonlinear pedagogy games, Group 2 with a session for teaching soccer skills, Group 3 with a session for teaching track and field skills, and Group 4 control group, all the groupwith cognitively challenging physical with activity nonlinear pedagogy games. Included were pre-and post-test measures of executive functioning and a post-test assessment of situational interest. Students in Group 1 who engaged in cognitively challenging physical activity with nonlinear pedagogygames increased their executive function scores (t(39) =−19.75, p < 0.001, d=1.82) more than students who participated in sessions withgroup 2 soccer (t(33) =−3.14, p=0.005), group 3 track and field skills (t(38) =−0.98, p=0.325) and those group 4 the control group(t(32) =−0.68, p=0.523). The positive effects on the executive functions of students were duplicated when the cognitively demanding physical activity with nonlinear pedagogy games session was administered to the control group on the waiting list Students who participated in the soccer skills session showed some improvements in their executive functions. Students who participated incognitively challenging physical nonlinear games scored higher on novelty than those who participated in soccer or track and field. These findings confirm the efficacy of cognitively challenging physical activity using nonlinear games in stimulating the executive functions of students in physical education.

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