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Motorik, koncentrationsförmåga och skolprestationer : en interventionsstudie i skolår 1-3

Ericsson, Ingegerd LU (2003) In Malmö Studies in Educational Sciences
Abstract (Swedish)
Popular Abstract in Swedish

Denna studie visar betydelsen av ökad idrottsundervisning, fysisk aktivitet och extra motorisk träning i skolan. Undersökningen är en delstudie i Bunkefloprojektet - en hälsofrämjande livsstil. Interventionen består i att två årskullar elever har en obligatorisk rörelselektion varje skoldag. Motorikobservationer med MUGI observationsschema som underlag genomförs varje år. Elever som observeras ha motoriska brister erbjuds extra motorisk träning i en mindre grupp ytterligare en lektion per vecka. En tredje årskull elever på samma skola, som har två lektioner ordinarie idrottsundervisning per vecka, utgör studiens jämförelsegrupp.



Metoden har en hypotetisk-deduktiv ansats och... (More)
Popular Abstract in Swedish

Denna studie visar betydelsen av ökad idrottsundervisning, fysisk aktivitet och extra motorisk träning i skolan. Undersökningen är en delstudie i Bunkefloprojektet - en hälsofrämjande livsstil. Interventionen består i att två årskullar elever har en obligatorisk rörelselektion varje skoldag. Motorikobservationer med MUGI observationsschema som underlag genomförs varje år. Elever som observeras ha motoriska brister erbjuds extra motorisk träning i en mindre grupp ytterligare en lektion per vecka. En tredje årskull elever på samma skola, som har två lektioner ordinarie idrottsundervisning per vecka, utgör studiens jämförelsegrupp.



Metoden har en hypotetisk-deduktiv ansats och utgår från tre hypoteser: 1. Barns grovmotorik förbättras med ökad fysisk aktivitet och extra motorisk träning i skolan. 2. Barns koncentrationsförmåga förbättras med ökad fysisk aktivitet och extra motorisk träning i skolan. 3. Barns skolprestationer i svenska och matematik förbättras med ökad fysisk aktivitet och extra motorisk träning i skolan.



Resultaten från genomförda motorikobservationer bekräftar studiens första hypotes att barns grovmotorik förbättras med ökad fysisk aktivitet och motorisk träning i skolan. Efter ett och två år har eleverna i interventionsgruppen bättre balansförmåga/bilateral koordination och bättre motorik totalt än eleverna i jämförelsegruppen. I skolår 2 är skillnaderna ganska stora och i skolår 3 finns det stora skillnader mellan interventions- och jämförelsegrupp. Även när det gäller öga-handkoordination har eleverna i interventionsgruppen bättre resultat i skolår 2 och 3 än eleverna i jämförelsegruppen. Skillnaderna är ganska stora både i skolår 2 och 3.



Elever i jämförelsegruppen som observerades ha motoriska brister vid projektstart har i stor utsträckning kvar dessa ett år senare. Detta visar att motoriska brister inte går över av sig själv och att skolans två idrottslektioner per vecka inte är tillräckligt för att motoriken ska förbättras i denna elevgrupp.



Studiens andra hypotes att barns koncentrationsförmåga förbättras med ökad fysisk aktivitet och motorisk träning i skolan kan inte bekräftas av studiens resultat. Eleverna i interventions-gruppen har, enligt lärarbedömningar, bättre uppmärksamhet och impulskontroll samt bättre koncentrationsförmåga totalt sett i skolår 2 än eleverna i jämförelsegruppen. Men dessa skillnader kvarstår inte i skolår 3, vilket gör att några säkra slutsatser inte kan dras huruvida elevernas koncentrationsförmåga påverkats av interventionen eller ej.



Studiens tredje hypotes att barns skolprestationer i svenska och matematik förbättras med ökad fysisk aktivitet och motorisk träning i skolan bekräftas i flera av studiens delresultat. Interventionsgruppens elever har bättre resultat på samtliga studerade delar av de nationella proven i svenska och matematik i skolår 2 än elever i jämförelsegruppen. Resultaten indikerar att ökad fysisk aktivitet och extra motorisk träning i skolan kan ha betydelse för skolpresta-tioner i svenska och matematik i skolår 2, särskilt när det gäller skrivförmåga, läsförmåga, rumsuppfattning samt taluppfattning/tankefärdigheter, där skillnaderna mellan interventions- och jämförelsegrupp är säkerställda. Fler kontrollerade studier behövs dock för att kunna dra säkra slutsatser om effekter av ökad idrottsundervisning, fysisk aktivet och motorisk träning i skolan. (Less)
Abstract
The aim of this thesis is to study effects of an extension of physical education/activity and motor training on motor skills, attention and cognition during a period of three years. Another aim is to develop a test, MUGI observationsschema, which could be useful in charting motor skills of school pupils. The study has two intervention groups (n=152) that have physical activity and motor training one lesson every school day and when required extra motor training one lesson per week. One control group at the same school (n=99) has the school's ordinary physical education two lessons per week. The method is hypothetic-deductive and the study has three hypotheses: 1. Children's motor skills will improve with extended physical activity and... (More)
The aim of this thesis is to study effects of an extension of physical education/activity and motor training on motor skills, attention and cognition during a period of three years. Another aim is to develop a test, MUGI observationsschema, which could be useful in charting motor skills of school pupils. The study has two intervention groups (n=152) that have physical activity and motor training one lesson every school day and when required extra motor training one lesson per week. One control group at the same school (n=99) has the school's ordinary physical education two lessons per week. The method is hypothetic-deductive and the study has three hypotheses: 1. Children's motor skills will improve with extended physical activity and extra motor training in school. 2. Children's attention will improve by extended physical activity and extra motor training in school. 3. Children's academic achievements in Swedish and Mathematics will improve with extended physical activity and extra motor training in school. The results from motor skill observations confirm the first hypothesis. Already after one year there are rather large differences between intervention and control group (Cramér's index 0.24). In school year three the differences are large (Cramér's index 0.37) and largest in the variable balance/bilateral coordination. 68% of the pupils who have small or large difficulties in attention, according to teachers, also have small or large deficits in motor skills. The second hypothesis of the study, that children's attention will improve by extended physical activity and extra motor training in school, cannot be confirmed by results in this study. Although the pupils in intervention groups have better attention ability in school year two, in both variables attention/hyperactivity and impulse control as well as in attention totally, than the pupils in control group, the differences do not remain in school year three, which makes it hard to draw any conclusions about whether the pupils' attention has been affected by the intervention or not. The third hypothesis concerning academic achievements can be confirmed by several results in this study. The pupils in the intervention groups have better results than the pupils in the control group in the national tests of Swedish in school year two (Cramér's index 0.29), especially concerning writing and reading. They also have better results in the national tests of Mathematics (Cramér's index 0.21) than pupils in the control group, especially concerning room conception and number conception/thinking proficiency. More controlled studies are required in order to be able to make general conclusions about the effects of extended physical education /activity and extra motor training in school. (Less)
Please use this url to cite or link to this publication:
author
supervisor
opponent
  • Prof. Wedman, Ingemar, University of Physical Education, Stockholm.
organization
alternative title
Motor skills, attention and academic achievements - An intervention study in school year 1-3.
publishing date
type
Thesis
publication status
published
subject
keywords
Physical training, physical education, motor training, Cognition, motor skill observations, motorial learning, sport, Idrott, gymnastik, motorisk inlärning
in
Malmö Studies in Educational Sciences
pages
238 pages
publisher
School of Education, Malmö University
defense location
School of Education, Malmö University.
defense date
2003-09-19 10:15
external identifiers
  • other:ISRN: LUSDAG/(SAPP-1095) 1-238 (2003)
ISSN
1651-4513
ISBN
91-85042-03-X
language
Swedish
LU publication?
yes
id
ff8ea0ad-eb1b-4978-80ef-d14e70f521b0 (old id 21300)
date added to LUP
2007-05-25 14:49:00
date last changed
2018-05-29 11:57:49
@phdthesis{ff8ea0ad-eb1b-4978-80ef-d14e70f521b0,
  abstract     = {The aim of this thesis is to study effects of an extension of physical education/activity and motor training on motor skills, attention and cognition during a period of three years. Another aim is to develop a test, MUGI observationsschema, which could be useful in charting motor skills of school pupils. The study has two intervention groups (n=152) that have physical activity and motor training one lesson every school day and when required extra motor training one lesson per week. One control group at the same school (n=99) has the school's ordinary physical education two lessons per week. The method is hypothetic-deductive and the study has three hypotheses: 1. Children's motor skills will improve with extended physical activity and extra motor training in school. 2. Children's attention will improve by extended physical activity and extra motor training in school. 3. Children's academic achievements in Swedish and Mathematics will improve with extended physical activity and extra motor training in school. The results from motor skill observations confirm the first hypothesis. Already after one year there are rather large differences between intervention and control group (Cramér's index 0.24). In school year three the differences are large (Cramér's index 0.37) and largest in the variable balance/bilateral coordination. 68% of the pupils who have small or large difficulties in attention, according to teachers, also have small or large deficits in motor skills. The second hypothesis of the study, that children's attention will improve by extended physical activity and extra motor training in school, cannot be confirmed by results in this study. Although the pupils in intervention groups have better attention ability in school year two, in both variables attention/hyperactivity and impulse control as well as in attention totally, than the pupils in control group, the differences do not remain in school year three, which makes it hard to draw any conclusions about whether the pupils' attention has been affected by the intervention or not. The third hypothesis concerning academic achievements can be confirmed by several results in this study. The pupils in the intervention groups have better results than the pupils in the control group in the national tests of Swedish in school year two (Cramér's index 0.29), especially concerning writing and reading. They also have better results in the national tests of Mathematics (Cramér's index 0.21) than pupils in the control group, especially concerning room conception and number conception/thinking proficiency. More controlled studies are required in order to be able to make general conclusions about the effects of extended physical education /activity and extra motor training in school.},
  author       = {Ericsson, Ingegerd},
  isbn         = {91-85042-03-X},
  issn         = {1651-4513},
  keyword      = {Physical training,physical education,motor training,Cognition,motor skill observations,motorial learning,sport,Idrott,gymnastik,motorisk inlärning},
  language     = {swe},
  pages        = {238},
  publisher    = {School of Education, Malmö University},
  school       = {Lund University},
  series       = {Malmö Studies in Educational Sciences},
  title        = {Motorik, koncentrationsförmåga och skolprestationer : en interventionsstudie i skolår 1-3},
  year         = {2003},
}