Physical or emotional scaffolding in a difficult motor task: What is better with 5-year-old children?
Keywords:
Scaffolding, Motor competence, Physical activity, Kindergarten, Playground, Executive functionsAbstract
Engagement in difficult motor tasks promotes development of executive functions (EFs) (Diamond, 2020; Davis et al., 2011). In this study we analysed the effects of different types of scaffold on children exposed to a difficult motor task. Methodology. One hundred, 5 years old children from 2 kindergartens were engaged in a specific motor program for 1 hour/week for 10 weeks. The program included learning a difficult motor task (walking on an unstable bar) for which the instructor provided physical or physical + emotional scaffold. In addition, children were divided in two groups based on their initial level of capacity to perform the task. Levels of EFs were measured by the Day & Night test at the beginning and at the end of the training period. Data were analysed by two-way ANOVA. Results. The data suggest that in expert children the emotional support fosters the effect of the difficult task on the performance of the Day & Night test; while in beginners the emotional support counteracts the effects of physical scaffold resulting in a null effect on EF development. Conclusions. The data point to specificity of scaffold procedures for combining motor and cognitive development.
Funding
This research was supported by Comitato Olimpico Nazionale Italiano CONI-Treviso and A.S.D. Laboratorio 0246, Treviso, ItalyDownloads
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