Comparison of Team and Individual Motor Activity Games on the Development of Elementary School Students’ Social Skills and Executive Functioning
محورهای موضوعی : فیزیولوژی ورزشی
seyed kazem mosavi sadati
1
,
mona beyk mohammadlo
2
,
Ghazal Marvasti nia
3
1 - Seyed Kazem Mousavi Sadati, Associate professor, Education and Sport Sciences Department of Physical East Tehran branch,
2 - Education and Sport Sciences Departmentn
3 - Education and Sport Sciences Department
کلید واژه: team games, individual games, social skill,
چکیده مقاله :
Background: This study compared team and individual motor activity games on the development of social skills and executive functioning of students. Materials and Methods: This quasi-experimental study used a pretest-posttest design with a control group. The statistical population of the research consisted of all male students (256 subjects) of primary school in municipal Zone 4 of Tehran. The sample in the present study was estimated to be 30 students in 3 groups using G*POWER to achieve a test power of 0.8 and an effect size of 0.80. Cluster sampling method was used to select students. In the first stage, 5 schools, 1 class from each school, and 6 students from each class were randomly selected as samples. They were randomly and equally divided into 3 groups of team games, individual games, and the control group. The Matson Evaluation of Social Skills with Youngsters-II (1983) was used to measure social skills, and The Barkley Deficits in Executive Functioning Scale—Children and Adolescents (BDEFS-CA) (2012) was used for executive functioning. In the present study, the designed experiment consisted of sixteen 60-min sessions (2 sessions per week); two types of experimental protocols including individual games and team games and also control conditions were used. Individual exercises included ten male students wherein each student performed the exercises with a coach. Team exercises included ten male students in the form of two teams who performed exercises as various activities and games. Results: By examining the results of difference in the means of the two intervention groups (team and individual exercises) and control group, it was found that in the sub-components of appropriate social skills, aggressiveness, and impulsive behaviors, the individual exercises group was more effective compared to the team exercises group (P<0.05). In the sub-components of non-social behaviors, superiority, high self-confidence, relationship with peers, and total social skills, the team exercises group was more effective compared to the individual exercises group (P<0.05). Besides, by examining the results of the difference in the means of the two intervention groups (team and individual exercises) and control group, it was found that the individual exercises group was more effective in the sub-components of self-organization, problem-solving, and self-motivation compared to the team exercises group (P<0.001). Yet, in the sub-component of self-management of time, self-control/inhibition, self-motivation, and total executive functioning, the team exercises group was more effective compared to the individual exercises group (P<0.001). Conclusion: Based on the results of the research, it can be concluded that both team and individual exercises lead to the promotion of social skills and executive functioning in students. Moreover, compared to individual exercises, team exercises are superior in enhancing students’ social skills and executive functioning.
Background: This study compared team and individual motor activity games on the development of social skills and executive functioning of students. Materials and Methods: This quasi-experimental study used a pretest-posttest design with a control group. The statistical population of the research consisted of all male students (256 subjects) of primary school in municipal Zone 4 of Tehran. The sample in the present study was estimated to be 30 students in 3 groups using G*POWER to achieve a test power of 0.8 and an effect size of 0.80. Cluster sampling method was used to select students. In the first stage, 5 schools, 1 class from each school, and 6 students from each class were randomly selected as samples. They were randomly and equally divided into 3 groups of team games, individual games, and the control group. The Matson Evaluation of Social Skills with Youngsters-II (1983) was used to measure social skills, and The Barkley Deficits in Executive Functioning Scale—Children and Adolescents (BDEFS-CA) (2012) was used for executive functioning. In the present study, the designed experiment consisted of sixteen 60-min sessions (2 sessions per week); two types of experimental protocols including individual games and team games and also control conditions were used. Individual exercises included ten male students wherein each student performed the exercises with a coach. Team exercises included ten male students in the form of two teams who performed exercises as various activities and games. Results: By examining the results of difference in the means of the two intervention groups (team and individual exercises) and control group, it was found that in the sub-components of appropriate social skills, aggressiveness, and impulsive behaviors, the individual exercises group was more effective compared to the team exercises group (P<0.05). In the sub-components of non-social behaviors, superiority, high self-confidence, relationship with peers, and total social skills, the team exercises group was more effective compared to the individual exercises group (P<0.05). Besides, by examining the results of the difference in the means of the two intervention groups (team and individual exercises) and control group, it was found that the individual exercises group was more effective in the sub-components of self-organization, problem-solving, and self-motivation compared to the team exercises group (P<0.001). Yet, in the sub-component of self-management of time, self-control/inhibition, self-motivation, and total executive functioning, the team exercises group was more effective compared to the individual exercises group (P<0.001). Conclusion: Based on the results of the research, it can be concluded that both team and individual exercises lead to the promotion of social skills and executive functioning in students. Moreover, compared to individual exercises, team exercises are superior in enhancing students’ social skills and executive functioning.
1.Stewart T, West R, Coplan R. Multi-agent models of social dynamics in children. Cognitive Systems Research. 2007;8:1-14. doi = {10.1016/j.cogsys.2006.07.002}.
2.Segrin C, Taylor M. Positive interpersonal relationships mediate the association between social skills and psychological well-being. Personality and Individual Differences.2007;43:637-46. http://dx.doi.org/10.1016/j.paid.2007.01.017.
3.Frydenberg ME, Andone, D. Learning for 21st Century Skills. IEEE’s International Conference on Information Society. 27-29 June 2011. DOI:10.1109/i-Society18435.2011.5978460 .
4.Iversen RK, Lewis C. Executive Function Skills Are Linked to Restricted and Repetitive Behaviors: Three Correlational Meta Analyses. Autism research : official journal of the International Society for Autism Research. 2021;14(6):1163-85. doi: 10.1002/aur.2468. Epub 2021 Jan 6. PMID: 33410263.
5.Guarino A, Forte G, Giovannoli J, Casagrande M. Executive functions in the elderly with mild cognitive impairment: a systematic review on motor and cognitive inhibition, conflict control and cognitive flexibility. Aging & mental health. 2020;24(7):1028-45. doi: 10.1080/13607863.2019.1584785. Epub 2019 Apr 2. PMID: 30938193.
6.Diamond A, Lee K. Interventions shown to aid executive function development in children 4 to 12 years old. Science (New York, NY). 2011;333(6045):959-64. doi: 10.1126/science.1204529.
7.Diamond A. Activities and Programs That Improve Children's Executive Functions. Current directions in psychological science. 2012;21(5):335-41. doi: 10.1177/0963721412453722. PMID: 25328287; PMCID: PMC4200392.
8.McKenzie AI. Me or We? The Effect of Team and Individual Sports Activity on Executive Functioning. Huron University College, Western University. 2018.
9.Brimmell J, Edwards EJ, Vaughan RS. Executive function and visual attention in sport: a systematic review. International Review of Sport and Exercise Psychology.1-34. https://doi.org/10.1080/1750984X.2022.2145574.
10. Best JR. Effects of Physical Activity on Children's Executive Function: Contributions of Experimental Research on Aerobic Exercise. Developmental review : DR. 2010;30(4):331-551. doi: 10.1016/j.dr.2010.08.001.
11.Ishihara T, Sugasawa S, Matsuda Y, Mizuno M. Improved executive functions in 6-12-year-old children following cognitively engaging tennis lessons. Journal of sports sciences. 2017;35(20):2014-20. doi: 10.1080/02640414.2016.1250939. Epub 2016 Nov 16. PMID: 27849444.
12.Kochanek J, Erickson K. Interrogating Positive Youth Development Through Sport Using Critical Race Theory. Quest. 2019;72:1-17. DOI:10.1080/00336297.2019.1641728 .
13.Wolf S, McCoy DC. The role of executive function and social-emotional skills in the development of literacy and numeracy during preschool: a cross-lagged longitudinal study. Developmental science. 2019;22(4):e12800. doi: 10.1111/desc.12800. Epub 2019 Feb 18. PMID: 30666761.
14.Allee-Herndon KA, Roberts SK. The Power of Purposeful Play in Primary Grades: Adjusting Pedagogy for Children’s Needs and Academic Gains. Journal of Education.2020;201(1):54-63. https://doi.org/10.1177/0022057420903272 .
15.Diamond A. Executive functions. Annual review of psychology.2013;64:135-68.https://doi.org/10.1146/annurev-psych-113011-143750.
16.Gallini RF. Theory of Mind and Visual Spatial Memory. 2014. https://doi.org/10.32598/SJRM.11.3.5 .
17.Piaget J. Play, dreams and imitation in childhood: Routledge;2013.https://doi.org/10.4324/9781315009698.
18.Broadhead P, Wood EA, Howard J. Play and learning in the early years: From research to practice. Play and Learning in the Early Years. 2010:1-208.
19.Broadhead P. Early years play and learning: Developing social skills and cooperation: Routledge; 2003. https://doi.org/10.4324/9780203465257.
20.Brussoni M, Gibbons R, Gray C, Ishikawa T, Sandseter EBH, Bienenstock A, et al. What is the relationship between risky outdoor play and health in children? A systematic review. International journal of environmental research and public health. 2015;12(6):6423-54. doi: 10.3390/ijerph120606423. PMID: 26062038; PMCID: PMC4483710.
21. Kolovelonis A, Goudas M. Exploring the effects of three different types of cognitively challenging physical activity games on students’ executive functions and situational interest in physical education. Cogent Education. 2022;9(1):2148448. https://doi.org/10.1080/2331186X.2022.2148448.
22.Borhani Dizaji N, Parvinpour S, Rafiee S. Effect of Solitary and Group Purposeful Movement Plays on Various Aspects of Theory of Mind in Girls Aged 8 years. The Scientific Journal of Rehabilitation Medicine. 2022;11(3):408-25. https://doi.org/10.32598/SJRM.11.3.5.
23. Hosseini M, Ghasem Zadeh Khorasani N, Divkan B, Riyahi Malayeri S. Interactive Effect of High Intensity Interval Training with Vitamin E Consumption on the Serum Levels of Hsp70 and SOD in Male Wistar Rats. Iranian J Nutr Sci Food Technol 2019; 13 (4) :21-28.
24. Lee TD, White MA. Influence of an unskilled model's practice schedule on observational motor learning. Human movement science. 1990;9(3-5):349-67. http://dx.doi.org/10.1123/jmld.2016-0037.
25. Han A, Fu A, Cobley S, Sanders RH. Effectiveness of exercise intervention on improving fundamental movement skills and motor coordination in overweight/obese children and adolescents: A systematic review. Journal of science and medicine in sport. 2018;21(1):89-102. doi: 10.1016/j.jsams.2017.07.001. Epub 2017 Jul 8. PMID: 28728887.
26. Lubans DR, Morgan PJ, Weaver K, Callister R, Dewar DL, Costigan SA, et al. Rationale and study protocol for the supporting children’s outcomes using rewards, exercise and skills (SCORES) group randomized controlled trial: A physical activity and fundamental movement skills intervention for primary schools in low-income communities. BMC public health. 2012;12:1-12. doi: 10.1186/1471-2458-12-427. PMID: 22691451; PMCID: PMC3490777.
27. Langegård U, Kiani K, Nielsen SJ, Svensson P-A. Nursing students’ experiences of a pedagogical transition from campus learning to distance learning using digital tools. BMC nursing. 2021;20:1-10. https://doi.org/10.1186/s12912-021-00542-1.
28. Akçıl U, Arap İ. The opinions of education faculty students on learning processes involving e-portfolios. Procedia-Social and Behavioral Sciences. 2009;1(1):395-400. https://doi.org/10.1016/j.sbspro.2009.01.071.
29. Arabzadeh E, Shirvani H, Ebadi Zahmatkesh M, Riyahi Malayeri S, Meftahi GH, Rostamkhani F. Irisin/FNDC5 influences myogenic markers on skeletal muscle following high and moderate-intensity exercise training in STZ-diabetic rats. 3 Biotech. 2022 Sep;12(9):193. doi: 10.1007/s13205-022-03253-9. Epub 2022 Jul 26. PMID: 35910290; PMCID: PMC9325938.
