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Promoting Children’s Psychomotor Development with Multi-Teaching Didactics

Author

Listed:
  • Pietro Luigi Invernizzi

    (Department of Biomedical Sciences for Health, Università degli Studi di Milano, 20129 Milan, Italy)

  • Gabriele Signorini

    (Department of Biomedical Sciences for Health, Università degli Studi di Milano, 20129 Milan, Italy)

  • Marta Rigon

    (Department of Biomedical Sciences for Health, Università degli Studi di Milano, 20129 Milan, Italy
    Sport Faculty, San Antonio Catholic University of Murcia, 30107 Murcia, Spain)

  • Alin Larion

    (Faculty of Physical Education and Sport, Ovidius University of Constanta, 900527 Constanta, Romania)

  • Gaetano Raiola

    (Department of Political and Social Sciences, University of Salerno, 84084 Fisciano, Italy)

  • Francesca D’Elia

    (Department of Humanities, Philosophy and Education, University of Salerno, 84084 Fisciano, Italy)

  • Andrea Bosio

    (Human Performance Laboratory, Mapei Sport, 21057 Olgiate Olona, Italy)

  • Raffaele Scurati

    (Department of Biomedical Sciences for Health, Università degli Studi di Milano, 20129 Milan, Italy)

Abstract

This group randomized control trial examined the dose-response effect of varied combinations of linear and nonlinear pedagogy (enriched physical education with specific program led by specialist vs. conventional physical education led by generalist) for improving first-grade children’s motor creativity, executive functions, self-efficacy, and learning enjoyment. We led three physical education classes per group through 12 weeks of combined instruction, based on linear and nonlinear pedagogy: mostly linear (ML; 80% linear, 20% nonlinear; n = 62); mostly nonlinear (MNL; 20% linear, 80% nonlinear; n = 61); and control (C; conventional teaching from generalists; n = 60). MNL improved in (a) motor creativity ability (DMA; 48.7%, 76.5%, and 47.6% for locomotor, stability, and manipulative tasks, respectively); (b) executive functions (working memory and inhibitory control) for RNG task (14.7%) and task errors (70.8%); (c) self-efficacy (5.9%); and (d) enjoyment (8.3%). In ML, DMA improved by 18.0% in locomotor and 60.9% in manipulative tasks. C improved of 10.5% in enjoyment, and RNG task worsened by 22.6%. MNL improvements in DMA tasks, executive functions, and self-efficacy were significantly better than those in C. ML was better than C in DMA task and in executive functions’ task errors. Overall, ML and MNL approaches were more effective than conventional generalist teaching (C), and the MNL combination of 80% nonlinear and 20% linear pedagogy was optimal. We recommend that educators favor the MNL approach.

Suggested Citation

  • Pietro Luigi Invernizzi & Gabriele Signorini & Marta Rigon & Alin Larion & Gaetano Raiola & Francesca D’Elia & Andrea Bosio & Raffaele Scurati, 2022. "Promoting Children’s Psychomotor Development with Multi-Teaching Didactics," IJERPH, MDPI, vol. 19(17), pages 1-22, September.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:17:p:10939-:d:904510
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    References listed on IDEAS

    as
    1. James R. Rudd & Laura O’Callaghan & Jacqueline Williams, 2019. "Physical Education Pedagogies Built upon Theories of Movement Learning: How Can Environmental Constraints Be Manipulated to Improve Children’s Executive Function and Self-Regulation Skills?," IJERPH, MDPI, vol. 16(9), pages 1-8, May.
    2. Eleni Tsompanaki, 2019. "The Effect of Creative Movement-Dance on the Development of Basic Motor Skills of Pre-School Children," Review of European Studies, Canadian Center of Science and Education, vol. 11(2), pages 1-29, December.
    3. Pietro Luigi Invernizzi & Marta Rigon & Gabriele Signorini & Dario Colella & Athos Trecroci & Damiano Formenti & Raffaele Scurati, 2022. "Effects of Varied Practice Approach in Physical Education Teaching on Inhibitory Control and Reaction Time in Preadolescents," Sustainability, MDPI, vol. 14(11), pages 1-17, May.
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