Better Movers and Thinkers (BMT): An exploratory study of an innovative approach to physical education
Author(s) / Creator(s)
Dalziell, Andrew
Boyle, James
Mutrie, Nanette
Abstract / Description
Recent research has confirmed a positive relationship between levels of physical activity and academic achievement. Some of these studies have been informed by neurological models of Executive Functioning (EF). There is a general consensus within the literature that the three core EF skills are; working memory, inhibitory control and cognitive flexibility. The development of these core EF skills has been linked with learning and academic achievement and is an essential component in the delivery of PE using a new and innovative approach called ‘Better Movers and Thinkers (BMT).’ A mixed methods design was used to investigate the effectiveness and feasibility of a 16-week intervention programme using BMT where 46 children were tested on two separate occasions for coordination and balance control, academic skills, working memory and non-verbal reasoning skills. One school acted as the control condition (21 students, aged 9 – 10 years) and another school acted as the intervention condition (25 students, aged 9 – 10 years). Quantitative data revealed an effect between pre and post-test conditions in the areas of phonological skills (p = .042), segmentation skills (p = .014) and working memory (p = .040) in favour of the intervention condition. Further analysis identified a gender-interaction with male students in the intervention condition making significant gains in phonological skills (p = .005) segmentation skills (p = .014) and spelling (p = .007) compared to boys in the control condition. Analysis of qualitative data from a sample of students from the intervention condition and their class teacher indicated good acceptability of BMT as an alternative approach to PE.
Keyword(s)
physical education academic achievement executive function activityPersistent Identifier
Date of first publication
2015-11-27
Journal title
Europe's Journal of Psychology
Volume
11
Issue
4
Page numbers
722–741
Publisher
PsychOpen GOLD
Publication status
publishedVersion
Review status
peerReviewed
Is version of
Citation
Dalziell, A., Boyle, J., & Mutrie, N. (2015). Better Movers and Thinkers (BMT): An exploratory study of an innovative approach to physical education. Europe's Journal of Psychology, 11(4), 722–741. https://doi.org/10.5964/ejop.v11i4.950
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ejop.v11i4.950.pdfAdobe PDF - 595.69KBMD5: eb8491aaf1cc27bc011737965858f2a4
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There are no other versions of this object.
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Author(s) / Creator(s)Dalziell, Andrew
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Author(s) / Creator(s)Boyle, James
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Author(s) / Creator(s)Mutrie, Nanette
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PsychArchives acquisition timestamp2018-11-21T09:59:34Z
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Made available on2018-11-21T09:59:34Z
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Date of first publication2015-11-27
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Abstract / DescriptionRecent research has confirmed a positive relationship between levels of physical activity and academic achievement. Some of these studies have been informed by neurological models of Executive Functioning (EF). There is a general consensus within the literature that the three core EF skills are; working memory, inhibitory control and cognitive flexibility. The development of these core EF skills has been linked with learning and academic achievement and is an essential component in the delivery of PE using a new and innovative approach called ‘Better Movers and Thinkers (BMT).’ A mixed methods design was used to investigate the effectiveness and feasibility of a 16-week intervention programme using BMT where 46 children were tested on two separate occasions for coordination and balance control, academic skills, working memory and non-verbal reasoning skills. One school acted as the control condition (21 students, aged 9 – 10 years) and another school acted as the intervention condition (25 students, aged 9 – 10 years). Quantitative data revealed an effect between pre and post-test conditions in the areas of phonological skills (p = .042), segmentation skills (p = .014) and working memory (p = .040) in favour of the intervention condition. Further analysis identified a gender-interaction with male students in the intervention condition making significant gains in phonological skills (p = .005) segmentation skills (p = .014) and spelling (p = .007) compared to boys in the control condition. Analysis of qualitative data from a sample of students from the intervention condition and their class teacher indicated good acceptability of BMT as an alternative approach to PE.en_US
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Publication statuspublishedVersion
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Review statuspeerReviewed
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CitationDalziell, A., Boyle, J., & Mutrie, N. (2015). Better Movers and Thinkers (BMT): An exploratory study of an innovative approach to physical education. Europe's Journal of Psychology, 11(4), 722–741. https://doi.org/10.5964/ejop.v11i4.950
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ISSN1841-0413
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/979
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.1171
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Language of contenteng
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PublisherPsychOpen GOLD
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Is version ofhttps://doi.org/10.5964/ejop.v11i4.950
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Keyword(s)physical educationen_US
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Keyword(s)academic achievementen_US
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Keyword(s)executive functionen_US
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Keyword(s)activityen_US
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Dewey Decimal Classification number(s)150
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TitleBetter Movers and Thinkers (BMT): An exploratory study of an innovative approach to physical educationen_US
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DRO typearticle
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Issue4
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Journal titleEurope's Journal of Psychology
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Page numbers722–741
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Volume11
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Visible tag(s)Version of Record