Level of cognitive development and basic motor skills in schoolchildren of different sexes
Article Sidebar
Main Article Content
Abstract
In school initiation ages regardless of sex, cognitive development does not limit the level of basic motor skills such as a sense of balance, locomotion, and manipulation. Objective: In this research work, the relationship between the level of cognitive development and the level of basic motor skills in schoolchildren of the Oxford Educational Unit of the city of Ambato, during the period April-August 2021, was analyzed. Methodology: It is a quantitative, non-experimental investigation of correlational scope with a hypothetical-deductive method of investigation. For data collection, two instruments were used that made it possible to measure each of the variables in a study sample of 18 schoolchildren belonging to the Educational Unit of the city of Ambato. Results: The research results were verified through the Chi-square test with bilateral asymptotic differentiation at a level of P≥ 0.05, resulting in a non-significant statistical value at the level of relationship between the variables studied. Conclusion: It is concluded that the level of cognitive development in these ages regardless of the school's gender is not related to the level of basic motor skills.
Downloads
Article Details
References
Altinkök, M. (2016). he Effects of Coordination and Movement Education on Pre School Children's Basic Motor Skills Improvement. Universal Journal of Educational Research, 4(5), 1050-1058.
Araujo, M. P. (2012). Contribution of different contents of physical education classes in elementary school I for the development of basic motor skills. Revista Brasileira de Medicina do Esporte, 18, 153-157.
Bonilla, J. A. M., Ortiz, P. G. O., Zapata, E. G., & Zúñiga, A. V. C. (2018). Efectos de un programa de intervención en la motricidad gruesa: estudio con niños de 5 a 7 años. Ciencia Digital, 2(2), 64-78.
Burgos Ángulo, D. J. (2017). Estrategia didáctica para el desarrollo de las habilidades motrices básicas en Educación Física del subnivel básico elemental (Bachelor's tesis, Universidad de Guayaquil, Facultad de Educación Física, Deportes y Recreación).
Carcamo-Oyarzun, J. &. (2020). Validez de constructo de la batería MOBAK para la evaluación de las competencias motrices básicas en escolares de educación primaria. Revista Española de Pedagogía, 78(276), 291-308.
Carrero, C. M. (2018). Anemia infantil: desarrollo cognitivo y rendimiento académico. Archivos Venezolanos de farmacología y terapéutica, 37(4), 411- 426.
Hsiao, H. S. (2016). Using a gesture interactive game-based learning approach to improve preschool children's learning performance and motor skills. Computers & Education, vol. 95, p. 151-162.
Mego, C. H. (2021). Las habilidades cognitivas y desarrollo de competencias oral y comprensiva: una revisión bibliográfica. Conrado, 17(78), 189 - 193.
Nazario, P. F. (2014). Revista Brasileira de Cineantropometria & Desempenho Humano, 16, 86-95.
Palacio, E. V. (2021). Diseño y validación de una batería de habilidades motrices básicas para niños entre 5 y 11 años. Diseño y validación de una batería de habilidades motrices básicas para niños entre 5 y 11 años., vol. 10, (no 2,), p. 165-181.
Pereira, P. B. (2019). Influence of students' cognitive processes on physical education teachers' thought process. Journal of Physical Education & Sport, 19.
Prokhorov, A. O. (2019). Interaction of Mental States and Cognitive Processes in Learning Activity of Students. DEGRES, 18(1), 69 - 82.
Roa González, S. V. (2019). Actividades físicas para desarrollar las habilidades motrices básicas en niños del programa Educa a tu Hijo. Conrado, 15(69), 386- 393.
Rueda, F. J. (2017). The Relationship Between Perceptual Motor Skills and Attention1. Paidéia, 27(66), 24-32.
Tomac, Z. H. (2012). The assessment of preschool children's motor skills after familiarization with motor tests. The Journal of Strength & Conditioning Research, 26(7), 1792-1798.
Wu, M. L. (2017). Infant motor and cognitive abilities and subsequent executive function. Infant Behavior and Development, 49, 204 - 213.