This study aimed to investigate the effects of nonlinear and linear varied practice compared to a constant linear practice on inhibitory control and reaction time, which are capacities that involve cognition in preadolescents. Eighty-three participants in the 8th grade participated in the study. They were assigned to two experimental groups (varied practice), taught using nonlinear pedagogy (NLP) and linear pedagogy (VLP), respectively, or one control group (constant practice), taught using linear pedagogy (CLP). All participants were tested for inhibitory control (congruent and incongruent conditions) and simple reaction time. Overall, varied practice (both linear and nonlinear) induced larger improvements than constant practice under both congruent (p = 0.026) and incongruent (p = 0.013) conditions of inhibitory control. Additionally, VLP provided greater improvements in inhibitory control (for the incongruent condition) than NLP and CLP. Although NLP and VLP may be preferable to CLP approaches for enhancing executive functions in preadolescents, VLP seems to be the most effective approach aimed to improve cognition within PE classes.

Effects of varied practice approach in physical education teaching on inhibitory control and reaction time in preadolescents / P.L. Invernizzi, M. Rigon, G. Signorini, D. Colella, A. Trecroci, D. Formenti, R. Scurati. - In: SUSTAINABILITY. - ISSN 2071-1050. - 14:11(2022 May 25), pp. 6455.1-6455.17. [10.3390/su14116455]

Effects of varied practice approach in physical education teaching on inhibitory control and reaction time in preadolescents

P.L. Invernizzi
Primo
;
G. Signorini;A. Trecroci;D. Formenti
Penultimo
;
R. Scurati
Ultimo
2022-05-25

Abstract

This study aimed to investigate the effects of nonlinear and linear varied practice compared to a constant linear practice on inhibitory control and reaction time, which are capacities that involve cognition in preadolescents. Eighty-three participants in the 8th grade participated in the study. They were assigned to two experimental groups (varied practice), taught using nonlinear pedagogy (NLP) and linear pedagogy (VLP), respectively, or one control group (constant practice), taught using linear pedagogy (CLP). All participants were tested for inhibitory control (congruent and incongruent conditions) and simple reaction time. Overall, varied practice (both linear and nonlinear) induced larger improvements than constant practice under both congruent (p = 0.026) and incongruent (p = 0.013) conditions of inhibitory control. Additionally, VLP provided greater improvements in inhibitory control (for the incongruent condition) than NLP and CLP. Although NLP and VLP may be preferable to CLP approaches for enhancing executive functions in preadolescents, VLP seems to be the most effective approach aimed to improve cognition within PE classes.
school; linear didactics; nonlinear didactics; teaching styles; executive functions
Settore M-EDF/01 - Metodi e Didattiche delle Attivita' Motorie
Settore M-EDF/02 - Metodi e Didattiche delle Attivita' Sportive
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/2434/929753
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