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Enhancing Visuospatial Working Memory and Motor Skills Through School-Based Coordination Training.

Pasqualina Forte1,2, Elisa Pugliese1,2, Giovanna Aquino3

  • 1Department of Education and Sports Sciences, Pegaso University, 80143 Napoli, Italy.

Sports (Basel, Switzerland)
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Summary

A school-based coordinative motor intervention significantly improved visuospatial working memory (VSWM) and gross motor skills in primary school children. These findings support integrating physical activity into school programs for enhanced child development.

Keywords:
executive functionsmotor coordinationmotor-cognitive integrationphysical activityphysical education curriculumschool interventionvisuospatial working memory

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Area of Science:

  • Developmental Psychology
  • Pediatric Exercise Science
  • Educational Neuroscience

Background:

  • The school-age period is critical for integrated cognitive and motor development.
  • Physical activity is known to enhance executive functions, including visuospatial working memory (VSWM).
  • Coordinative motor interventions may offer a pathway to improve these functions in children.

Purpose of the Study:

  • To investigate the effects of a school-based coordinative motor intervention on VSWM and gross motor skills.
  • To assess the impact of such interventions on primary school children's developmental trajectories.
  • To evaluate the feasibility of implementing these programs within educational settings.

Main Methods:

  • An experimental research trial with 184 primary school children (aged 9-10 years) was conducted.
  • Participants were randomized into an experimental group (EG; n=110) and a control group (CG; n=74).
  • VSWM was assessed using BVS-Corsi-2, and gross motor skills via the TGMD-3, with blinded outcome assessors.

Main Results:

  • The EG demonstrated significant improvements in VSWM (Corsi Forward: p < 0.001, d = 1.12; Corsi Backward: p < 0.001, d = 1.40).
  • Significant enhancements were observed in gross motor skills, including Total Gross Motor (p < 0.001, d = 1.58), locomotion (p < 0.001, d = 2.11), and ball skills (p < 0.001, d = 1.34).
  • Effect sizes ranged from moderate to very large, indicating substantial positive impacts.

Conclusions:

  • School-based coordinative motor interventions are effective in improving VSWM and gross motor skills in primary school children.
  • These findings strongly support the integration of cognitively demanding physical activities into standard school curricula.
  • The study highlights the practicality of implementing such beneficial programs within existing educational frameworks.