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Active Strategies for the Development of Behavior and Cognition in Young People

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A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Developmental Psychology".

Deadline for manuscript submissions: closed (30 September 2024) | Viewed by 11593

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Special Issue Editor

Prof. Dr. Alberto Ruiz-Ariza

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Guest Editor

Department of Didactics of Musical, Plastic and Corporal Expression, Faculty of Education Sciences, University of Jaen, 23071 Jaen, Spain
Interests: physical education; active learning; active methodologies; didactic; neuroscience; cognition

Special Issue Information

Dear Colleagues,

Active strategies for the development of behavior and cognition in young people have gained significant attention due to the high number of projects exploring the relationship between active learning and behavioral/cognitive–academic aspects. Key variables include active methodologies, movement across the curriculum, active breaks with or without cognitive demand, active breaks or active beginnings and specific interventions during Physical Education classes or extracurricular programs. These have emerged as particularly interesting stimuli that affect behavior and cognition from an early age. Among the variables of interest, this Special Issue focuses on learning and teaching strategies, student behavior, psychosocial and emotional variables or cognitive–academic variables such as executive function.

Potential topics:

Active methodologies and behavior/cognition in young people.
Active commuting or active starts and behavior/cognition.
Active recesses/active breaks and behavior/cognition in schoolchildren.
Physical Education and behavior/cognition.
Teaching and learning process to improve behavior/cognition in young people.
Effects of physical activity on behavior/cognition or psychosocial/emotional variables in young people.
Didactic and psychological factors that affect behavior or cognitive–academic performance in young people.

We encourage empirical research, qualitative, quantitative or mixed analysis, systematic reviews, meta-analysis and case studies. Both longitudinal or cross-sectional studies that track any of these variables annually or even compare countries and/or cultures will also be considered. The presentation of other analyses on related topics is also welcome, and authors are invited to discuss these possibilities with the Editors.

Prof. Dr. Alberto Ruiz-Ariza
Guest Editor

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Keywords

physical education
active learning
active methodologies
didactic
neuroscience
cognition

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Published Papers (7 papers)

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9 pages, 399 KiB

Open AccessArticle

The Effects of Post-Warm-Up Active and Passive Rest Periods on a Vigilance Task in Karate Athletes

by Rui Miguel Silva, Francisco González-Fernández, Alba Rusillo-Magdaleno, Vânia Loureiro, Dinis Pires, Filipe Ferreira and Ana Filipa Silva

Behav. Sci. 2024, 14(11), 1102; https://doi.org/10.3390/bs14111102 - 15 Nov 2024

Viewed by 697

Abstract

This study aimed to analyze how active versus passive rest periods after a warm-up influence performance in psychomotor vigilance tasks (PVT). Twenty amateur karate athletes participated in a randomized cross-over study consisting of two sessions with either a 20 min active rest involving kata techniques or passive rest. PVT was administered before and after these conditions to assess the changes in reaction time. The results revealed that the active rest condition significantly improved reaction times compared to both the passive rest condition (F(1,31) = 5.34, p = 0.03, η² partial = 0.14) and control condition (F(1,31) = 5.49, p = 0.02, η² partial = 0.15). No significant time-on-task effects were observed, F(4,120) = 2.31, p = 0.06, and there were no significant interactions between effort condition and time-on-task, F(4,120) = 1.89, p = 0.11). Participating in an active rest period post-warm-up improves cognitive performance in karate athletes, as evidenced by quicker reaction times in the PVT. This finding supports the use of active rest strategies (involving kata techniques) to maintain and improve cognitive readiness in young karate athletes. Full article

(This article belongs to the Special Issue Active Strategies for the Development of Behavior and Cognition in Young People)

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14 pages, 667 KiB

Open AccessArticle

Physical Activity and Subjective Vitality in Female University Students: The Mediating Role of Decisional Balance and Enjoyment of the Activity

by Manuel Jesús de la Torre-Cruz, Alba Rusillo-Magdaleno, José Luis Solas-Martínez and José Enrique Moral García

Behav. Sci. 2024, 14(8), 685; https://doi.org/10.3390/bs14080685 - 7 Aug 2024

Cited by 1 | Viewed by 1155

Abstract

Regular physical activity (PA) improves the psychological well-being of those who practice it. However, female university students are a risk group due to their low level of PA. Based on the transtheoretical model of behavioural change, the main aim of this study was to examine whether the relationship between PA and subjective vitality was mediated by cognitive-emotional variables such as decisional balance (perceived benefits and barriers) and enjoyment associated with PA in a group of female university students. Participants were asked to complete self-administered questionnaires, which were available for one month via a Google Form. The results showed the existence of a statistically significant, relative, and indirect effect between the stage of change and subjective vitality via both mediating variables. Compared to females in the pre-contemplation stage, those in the action and maintenance stages achieved higher subjective vitality scores as a result of the effect of being in a more advanced stage on decisional balance and enjoyment of PA. It is concluded that female university students who reported regular PA found the activity to be more revitalising, stimulating, and exciting; all positive feelings and cognitions that translated into a more energetic and vital perception of themselves. Full article

(This article belongs to the Special Issue Active Strategies for the Development of Behavior and Cognition in Young People)

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23 pages, 6847 KiB

Open AccessArticle

Investigating the Impact of the AI-Supported 5E (AI-s5E) Instructional Model on Spatial Ability

by Nejla Gürefe, Gülfem Sarpkaya Aktaş and Hava Öksüz

Behav. Sci. 2024, 14(8), 682; https://doi.org/10.3390/bs14080682 - 6 Aug 2024

Viewed by 1230

Abstract

Improving students’ spatial abilities is an important goal in education. Spatial ability is a skill needed in many fields, such as science, mathematics, engineering, and architecture. Since this ability can be improved through training, this study adopted a quasi-experimental design to investigate the effects of an artificial intelligence-supported 5E (AI-s5E) instructional model on students’ spatial visualization, spatial relationships, and spatial orientation performances that explain their spatial abilities. A total of 43 students from two classes at a secondary school in western Turkey were recruited to participate in this study. One of the classes was the experimental group (f = 23), which adopted the AI-s5E approach, and the other class was the control group (f = 20), which adopted the traditional teaching model. The results showed that the integration of the AI-s5E instructional approach into education improved students’ spatial abilities and sub-dimensions. In light of the findings, it can be recommended that AI applications, which have a positive and significant impact on spatial skills, can be integrated into teachers’ lessons and even included in curriculum programs. Full article

(This article belongs to the Special Issue Active Strategies for the Development of Behavior and Cognition in Young People)

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12 pages, 427 KiB

Open AccessArticle

Insights from the Active Use of Neuroscience Findings in Teaching and Learning

by Ausra Daugirdiene, Jurate Cesnaviciene and Agne Brandisauskiene

Behav. Sci. 2024, 14(8), 639; https://doi.org/10.3390/bs14080639 - 25 Jul 2024

Viewed by 2610

Abstract

The aim of this paper is to show how teachers apply teaching and learning strategies related to the principles of the nervous system’s functions. In our view, understanding what constitutes good teaching is about identifying how it engages the underlying cognitive and neurosystemic processes within the human brain in relation to learning. Using a student self-assessment questionnaire, we have investigated several key processes involved in neurodidactics (excitation, perception, memory, and the use, transfer, and adaptation of information and/or actions). The sample consisted of 884 7–10th grade students. The results showed that students’ excitation, understanding, and consolidation of educational material are directly related to the work of the teacher and the teaching strategies they apply to attract and stimulate the student’s attention and to help the student to understand and remember information. The learning strategies used by the students reflect the learner’s learning activity, i.e., the use and application of strategies that allow internal knowledge to emerge. The consolidation of the learning material and the learning strategies used by the students was statistically significantly higher among the female participants. There are significant differences between low- and high-achieving students in terms of the effectiveness of teaching strategies for consolidation and the learning strategies applied by learners. The paper provides practical recommendations for teachers. Full article

(This article belongs to the Special Issue Active Strategies for the Development of Behavior and Cognition in Young People)

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12 pages, 452 KiB

Open AccessArticle

The Effect of Coach–Athlete Relationships on Motor Behaviour in College Athletes—Mediating Effects of Psychological Needs

by Rong Zhang and Yong-Taek Rhim

Behav. Sci. 2024, 14(7), 579; https://doi.org/10.3390/bs14070579 - 8 Jul 2024

Cited by 1 | Viewed by 1091

Abstract

This study explored the effect of the coach–athlete relationship perceived by college athletes on athletic behaviour, examining the mediating effect of psychological needs. This study was conducted with 254 college athletes using questionnaires, and the research instruments included the Coach–Athlete Relationship Scale, the Psychological Needs Scale, and the Athletic Behaviour Scale. The results of the study were as follows: (1) the coach–athlete relationship perceived by student-athletes had a direct positive and significant effect on athletic behaviours (β = 0.268, p < 0.001, and direct effect = 0.0344); and (2) psychological needs had a significant mediating effect between the coach–athlete relationship and athletic behaviours (indirect effect = 0.2433), and the mediating effect percentage was 41.56%. The overall mediation effect value was 0.5854. The findings of the study emphasized that, by improving the coach–athlete relationship, it could help to improve the psychological needs of college athletes and, thus, promote their positive motor behaviours. In the coach–athlete relationship, the effect of closeness on the promotion of motor behaviour was particularly significant, in which special attention and emphasis should be given to the closeness between coaches and athletes in a practical implementation. Subsequently, coaches should focus their training on enhancing the coach–athlete relationship as a crucial part of training in order to perform well in competitions. Full article

(This article belongs to the Special Issue Active Strategies for the Development of Behavior and Cognition in Young People)

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13 pages, 1616 KiB

Open AccessArticle

Age Three: Milestone in the Development of Cognitive Flexibility

by Chufan Wan, Hui Cai and Fuhong Li

Behav. Sci. 2024, 14(7), 578; https://doi.org/10.3390/bs14070578 - 8 Jul 2024

Viewed by 849

Abstract

Although the cognitive flexibility (CF) of preschool children has been extensively studied, the development of CF in children around three years old is unclear. This study aimed to investigate the CF of three-year-olds in a stepwise rule-induction task (sRIT) comprising nine steps in which children are encouraged to switch attention to a new rule and then implicitly inhibit the old one. A pair of boxes was displayed at each step, and children aged 2.5 to 3.5 years were asked to select the target. When children learned a rule (e.g., the shape rule), they were encouraged to switch rules through negative feedback. The results showed that most children (81.10%) passed at least one of the two sets of the sRIT, and children over the age of three years performed better than those under three years. Additionally, a positive correlation existed between rule switching and rule generalization, whereby the old rule was implicitly inhibited. These findings indicate that age three might be a milestone in the development of CF, and inhibitory control might play a vital role in rule switching. Full article

(This article belongs to the Special Issue Active Strategies for the Development of Behavior and Cognition in Young People)

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17 pages, 688 KiB

Open AccessSystematic Review

Effects of Physical Activity on Cognition, Behavior, and Motor Skills in Youth with Autism Spectrum Disorder: A Systematic Review of Intervention Studies

by Sara Suárez-Manzano, Alberto Ruiz-Ariza, Nuno Eduardo Marques de Loureiro and Emilio J. Martínez-López

Behav. Sci. 2024, 14(4), 330; https://doi.org/10.3390/bs14040330 - 15 Apr 2024

Cited by 2 | Viewed by 3096

Abstract

The aim of this paper was to analyze the acute and chronic effects of physical activity (PA) on cognition, behavior, and motor skill in youth with autism spectrum disorder (ASD), taking into account potential confounders. In addition, it was intended to elaborate a guide of educational applications with strategies for PA use. Studies were identified in four databases from January 2010 to June 2023. A total of 19 interventional studies met the inclusion criteria. PA programs ranged from two weeks to one year in duration, with a frequency of one to five sessions per week. More than 58% of the studies showed positive effects of PA on cognition, and 45.5% on behavior and motor skill. Moderate–vigorous PA for 15–30 min has shown acute effects on cognition, general behavior, and stereotypic/repetitive behaviors in youth with ASD. A total of 9 out of 14 studies showed chronic effects on general behavior and stereotypic behaviors, and only 6 on motor skills. Full article

(This article belongs to the Special Issue Active Strategies for the Development of Behavior and Cognition in Young People)

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