The movement-stories approach to increasing physical activity in kindergartens during the pandemic
DOI:
https://doi.org/10.14198/jhse.2021.16.Proc4.53Keywords:
Storytelling, Physical activity, Kindergarten, Kindergarten teacher training, Motor development, Learning methodologyAbstract
Research shows that the pandemic has increased sedentariness and decreased physical activity even in pre-schoolers. To deal with this period, the association Laboratorio 0246 proposed to some Italian kindergarten teachers an active training based on “movement-stories”. 39 teachers of kindergartens in 6 Italian regions were involved. All teachers completed the course a questionnaire, reporting difficulties related to space, time, bureaucratic demands, and highlighting problems in socializing with children due to restrictions. Most teachers reported that activities with storytelling in motion appeal to children, can be implemented in any indoor or outdoor setting, are easy to implement, and promote active children. There is a need for teacher training, including technical training about physical activity. Without the specific knowledge base, it is difficult for teachers to understand the real needs related to physical activity and to use methodology and didactics. The research-training-action pathway demonstrates to be well suited to address this situation.
Downloads
References
Diamond, A. & Ling*, D. S., (2019). Review of the evidence on, and fundamental questions about, efforts to improve executive functions, including working memory. In J. Novick, M.F. Bunting, M.R. Dougherty & R. W. Engle (Eds.), Cognitive and working memory training: Perspectives from psychology, neuroscience, and human development (pp. 143-431). NYC, NY: Oxford University Press. https://doi.org/10.1093/oso/9780199974467.003.0008
Diamond, A. & LingT, D.S. (2016). Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not. Developmental Cognitive Neuroscience, 18, 34-48. https://doi.org/10.1016/j.dcn.2015.11.005
Duncan, M., Cunningham, A., & Eyre, E. (2019). A combined movement and story-telling intervention enhances motor competence and language ability in pre-schoolers to a greater extent than movement or story-telling alone. European Physical Education Review, 25(1), 221–235. https://doi.org/10.1177/1356336X17715772
Eyre, E., Clark, CCT., Tallis, J….. Duncan, MJ., (2020). The effects of combined movement and storytelling intervention on motor skills in South Asian and white children aged 5-6 years old living in the United Kingdom. International Journal of Environmental Research and Public Health, 17, 3391. https://doi.org/10.3390/ijerph17103391
Fricke, S., Bowyer-Crane, C., Haley, AJ., (2013). Efficacy of language intervention in the early years. Journal of Child Psychology and Psychiatry. 54(3), 280-290. https://doi.org/10.1111/jcpp.12010
Fumagalli, G.F., Tortella, P., Coppola, R., & Sgrò, F. (2020). Physical or emotional scaffolding in a difficult motor task: What is better with 5-year-old children? Journal of Human Sport and Exercise, 15(4proc), S1437-S1445. https://doi.org/10.14198/jhse.2020.15.Proc4.40
Haapala, EA., Väistö, J., Lintu, N., (2017). Physical activity and sedentary time in relation to academic achievement in children. Journal of Science and Medicine in Sport. 20(6), 583-589. https://doi.org/10.1016/j.jsams.2016.11.003
Jurak, G., Morrison, SA., Kovacˇ, M., Leskošek, B., Sember, V., Strel, J. and Starc, G., (2021). A COVID-19 Crisis in Child Physical Fitness: Creating a Barometric Tool of Public Health Engagement for the Republic of Slovenia. Front. Public Health, 9, 644235. https://doi.org/10.3389/fpubh.2021.644235
Kory, J., Breazeal, C., (2014). Storytelling with robots: Learning companions for pre-school children's language development. In: The 23rd IEEE international symposium on robot and human interactive communication. Edinburgh, UK, 25-29 August 2014, pp.643-648. New York: IEEE Publishing. https://doi.org/10.1109/ROMAN.2014.6926325
Lubans, DR., Morgan, PJ., Cliff, DP,. (2010). Fundamental movement skills in children and adolescents: Review of associated health benefits. Sports Medicine,40, 1019-1035. https://doi.org/10.2165/11536850-000000000-00000
Saulle, R., Minozzi, S., Amato, L., & Davoli, M., (2021). Impatto del distanziamento sociale per covid-19 sulla salute fisica dei giovani: una revisione sistematica della letteratura, Il Recenti Prog Med,112, 347-359.
Schembri, R., Coppola, R., Tortella, P., & Lipoma, M., (2021). Reflections that know of "new normal": the complex role of physical educators during the COVID-19 pandemic. Journal of Physical Education and Sport ® (JPES), 21 (S1), 88, 714 - 718 online ISSN: 2247 - 806X; p-ISSN: 2247 - 8051; ISSN - L = 2247 - 8051 © JPES https://efsupit.ro/images/stories/februarie2021/Art%2088.pdf
Schembri, R., Coppola, R., Tortella, P., & Sgrò, F. (2021). Improving enjoyment during physical education lesson in primary school students. Journal of Human Sport and Exercise, 16(2proc), S735-S742. https://doi.org/10.14198/jhse.2021.16.Proc2.59
Tortella, P., (2020). Una storia di sfondo all'educazione motoria contribuisce a motivare i bambini della scuola dell'infanzia all'attività fisica/A storytelling in motor education contributes to motivate kindergarten children to physical activity. Formazione & Insegnamento 1-2020, 376-387.
Tortella, P., Calidoni, P., Tessaro, F., Borgogni, A., Fumagalli, G. (2012). Favorire la pratica dell'attività motoria da 3 a 6anni. Minerva Edizioni, Bologna.
Tortella, P., Fumagalli, G. (2014). Attività fisica e funzioni esecutive nella scuola dell'infanzia. Consigli agli insegnanti delle scuole dell'infanzia su come promuovere la salute e il successo scolastico dei nostri bambini. Libreria dello sport, MI.
Tortella, P., Fumagalli, G. (2018) The effect of teaching methodologies in promoting physical and cognitive development in children. Meeusen, R., Schaefer, S., Tomporowski. P. & Bailey, R. (editors). Physical Activity and Educational Achievement, ICSSPE, Routledge, Taylor & Francis Group, London, and New York, 303-316. https://doi.org/10.4324/9781315305790-17
Tortella, P., Fumagalli, G. (2019). Spazio in movimento: Educazione Motoria e Scienze - Manuale pratico per la scuola dell'infanzia Libreria dello Sport, MI.
Tortella, P., Schembri, R., Ceciliani, A., & Fumagalli, G. (2020). Dual role of scaffolding on motor-cognitive development in early childhood education. Journal of Human Sport and Exercise, 15(4proc), S1407-S1417. https://doi.org/10.14198/jhse.2020.15.Proc4.37
UNICEF, (2019). La protezione dei bambini durante la pandemia da Coronavirus. Retrieved from: https://www.unicef.org/media/66291/file/ITALIAN_Technical%20Note:%20Protection%20of%20Children%20during%20the%20COVID-19%20Pandemic.pdf
World Health Organization. (2019). Guidelines on physical activity, sedentary behaviour and sleep for children under 5 years of age. World Health Organization. Retrieved from: https://apps.who.int/iris/handle/10665/311664
Downloads
Statistics
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Journal of Human Sport and Exercise
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Each author warrants that his or her submission to the Work is original and that he or she has full power to enter into this agreement. Neither this Work nor a similar work has been published elsewhere in any language nor shall be submitted for publication elsewhere while under consideration by JHSE. Each author also accepts that the JHSE will not be held legally responsible for any claims of compensation.
Authors wishing to include figures or text passages that have already been published elsewhere are required to obtain permission from the copyright holder(s) and to include evidence that such permission has been granted when submitting their papers. Any material received without such evidence will be assumed to originate from the authors.
Please include at the end of the acknowledgements a declaration that the experiments comply with the current laws of the country in which they were performed. The editors reserve the right to reject manuscripts that do not comply with the abovementioned requirements. The author(s) will be held responsible for false statements or failure to fulfill the above-mentioned requirements.
This title is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International license (CC BY-NC-ND 4.0).
You are free to share, copy and redistribute the material in any medium or format. The licensor cannot revoke these freedoms as long as you follow the license terms under the following terms:
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation.
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
Transfer of Copyright
In consideration of JHSE’s publication of the Work, the authors hereby transfer, assign, and otherwise convey all copyright ownership worldwide, in all languages, and in all forms of media now or hereafter known, including electronic media such as CD-ROM, Internet, and Intranet, to JHSE. If JHSE should decide for any reason not to publish an author’s submission to the Work, JHSE shall give prompt notice of its decision to the corresponding author, this agreement shall terminate, and neither the author nor JHSE shall be under any further liability or obligation.
Each author certifies that he or she has no commercial associations (e.g., consultancies, stock ownership, equity interest, patent/licensing arrangements, etc.) that might pose a conflict of interest in connection with the submitted article, except as disclosed on a separate attachment. All funding sources supporting the Work and all institutional or corporate affiliations of the authors are acknowledged in a footnote in the Work.
Each author certifies that his or her institution has approved the protocol for any investigation involving humans or animals and that all experimentation was conducted in conformity with ethical and humane principles of research.
Competing Interests
Biomedical journals typically require authors and reviewers to declare if they have any competing interests with regard to their research.
JHSE require authors to agree to Copyright Notice as part of the submission process.
