Cognitive and Academic Outcomes of Fundamental Motor Skill and Physical Activity Interventions Designed for Children with Special Educational Needs: A Systematic Review
Abstract
:1. Introduction
2. Materials and Methods
2.1. Eligibility Criteria
2.2. Study Selection
2.3. Methodological Quality
2.4. Data Extraction
2.5. Effect Size Calculations
- ES(d) = Cohen’s d effect size
- Mpost = mean post-score
- Mpre = mean pre-score
- E = experimental group
- C = control group
- SDpooled = pooled standard deviation
- n = sample size
2.6. Power Analyses
3. Results
3.1. Search Results
3.2. Study Characteristics and Population
3.3. Intervention Characteristics
3.4. Methodological Quality
Authors and Year | Selection Bias | Study Design | Confoun-ders | Blinding | Data Collection Methods | Withdrawals and Drop-Outs | Overall Quality Scores |
---|---|---|---|---|---|---|---|
Bala et al., 2013 [41] | moderate | strong | strong | moderate | weak | weak | weak |
Berrol, 1984 [39] | moderate | strong | weak | moderate | moderate | weak | weak |
Chevalier et al., 2017 [31] | moderate | strong | weak | moderate | weak | weak | weak |
Coleman & Andersson, 1978 [49] | weak | moderate | weak | moderate | weak | weak | weak |
Connor-Kuntz & Dummer, 1996 [40] | moderate | strong | strong | moderate | strong | weak | moderate |
Devesa et al., 2011 [33] | weak | moderate | NA | moderate | moderate | weak | weak |
Draper et al., 2012 [21] | weak | strong | weak | moderate | weak | moderate | weak |
Fisher & Turner, 1972 [38] | moderate | strong | weak | moderate | weak | weak | weak |
Flippin et al., 2021 [35] | weak | moderate | NA | strong | weak | weak | weak |
Golos et al., 2011 [36] | moderate | strong | strong | strong | strong | strong | strong |
Golos et al., 2013 [37] | weak | weak | weak | moderate | strong | weak | weak |
Hendry & Kerr, 1983 [46] | weak | strong | weak | moderate | weak | weak | weak |
Iwanaga et al., 2014 [42] | weak | moderate | weak | moderate | moderate | NA | weak |
Kirk et al., 2014 [34] | weak | strong | strong | moderate | weak | weak | weak |
Kirk & Kirk, 2016 [48] | weak | strong | strong | moderate | weak | strong | weak |
Lam et al., 2019 [3] | moderate | strong | strong | moderate | weak | weak | weak |
Mische Lawson et al., 2012 [43] | moderate | strong | weak | strong | weak | weak | weak |
Moore et al., 1984 [44] | weak | strong | weak | moderate | strong | strong | weak |
Mulvey et al., 2018 [30] | strong | strong | weak | moderate | strong | weak | weak |
Puder et al., 2011 [45] | strong | strong | strong | strong | moderate | strong | strong |
Wang et al., 2020 [32] | weak | strong | strong | moderate | moderate | weak | weak |
Zawadzka et al., 2012 [47] | weak | moderate | weak | moderate | weak | weak | weak |
3.5. Effect Sizes
3.6. Methodological Quality and Effect Sizes
Reference | Outcome | Sub-Group within Study | Effect Size (d) | Sufficient Power to Detect a Medium Effect? |
---|---|---|---|---|
Children at Risk for Learning Difficulties due to Family Background | ||||
Draper et al., 2012 [21] | Cognitive skills: Herbst Early Childhood Development Criteria test | Intervention cf. Control | ns. | yes |
Cognitive skills: Herbst Early Childhood Development Criteria test | Within group analysis | 3.00 | ||
Fisher & Turner, 1972a; 1972b [38] | Cognitive skills: Slosson Intelligence Test | Intervention (experimental 1 and 2) cf. Control | sign * | no |
Academic skills: Metropolitan Readiness Test | Intervention (experimental 1 and 2) cf. Control | sign * | ||
Flippin et al., 2021 [35] | Executive functions, sustained attention: on-task behavior | Intervention period cf. Control period | sign. * | yes |
Kirk et al., 2014 [34] | Language skills: Pre-school Literacy Individual Growth and Development Indicators, alliteration | Intervention cf. Control | 0.78 | no |
Language skills: Pre-school Literacy Individual Growth and Development Indicators, picture naming | Intervention cf. Control | 0.21 | ||
Kirk & Kirk, 2016 [48] | Lanugage skills: Pre-school Literacy Individual Growth and Development Indicators, alliteration | Intervention cf. Control | 0.38 | no |
Language skills: Pre-school Literacy Individual Growth and Development Indicators, rhyming | Intervention cf. Control | 1.57 | ||
Moore et al., 1984 [44] | Academic skills: The Tests of Basic Experience (TOBE) Level K General Concepts Test | Intervention cf. Control | ns. | no |
Mulvey et al., 2018 [30] | Executive functions: Head, Toes, Knees, SKIP -task | Intervention cf. Control | 0.48 | yes |
Puder et al., 2011 [45] | Executive functions, attention: Konzentrations-Hand-lungsverfahren für Vorschulkinder | Intervention cf. Control | ns. | yes |
Executive functions, spatial working memory: subtest taken from the Intelligence and Development Scales | Intervention cf. Control | ns. | ||
Children with learning difficulties | ||||
Berrol, 1984a [39] | Academic skills: Comprehensive Test of Basic Skills | Intervention (Dance/movement therapy) cf. Control | ns. | no |
Executive functions, sustained attention: the Children’s Checking Test (CCT) | Intervention (Dance/movement therapy) cf. Control | ns. | ||
Berrol, 1984b [39] | Academic skills: Comprehensive Test of Basic Skills | Intervention (Sensory integration activity) cf. Control | ns. | no |
Executive functions, sustained attention: the Children’s Checking Test (CCT) | Intervention (Sensory integration activity) cf. Control | ns. | ||
Chevalier et al., 2017 [31] | Executive functions, inhibition, Animal Stroop Test | Within group analysis | 1.20 | no |
Executive functions, inhibition, Animal Stroop Test | Intervention cf. Control | ns. | ||
Executive functions, attention: Conners’ Kiddie Continuous Performance Test | Intervention cf. Control | ns. | ||
Within group analysis | ns. | |||
Executive functions, selective attention: Neuropsychological Assessment Battery (NEPSY). | Intervention cf. Control | 1.48 | ||
Coleman & Andersson, 1978 [49] | Language skills: Language recognition inventory | Within group analysis (experimental 1) | improved | n/a |
Within group analysis (experimental 2) | improved | |||
Language skills: Assessment of Children’s Language Comprehension | Within group analysis (experimental 1) | improved | ||
Within group analysis (experimental 2) | improved | |||
Golos et al., 2011 [36] | Cognitive skills: Miller Assessment for Preschoolers, complex skills subset | Intervention cf. Control (at-risk or with developmental delays) | 1.87 | no |
Cognitive skills: Miller Assessment for Preschoolers, non-verbal abilities subset | Intervention cf. Control (at-risk or with developmental delays) | ns. | ||
Golos et al., 2013 [37] | Cognitive skills: Miller Assessment for Preschoolers, complex skills subset | Within group analysis (2-year group) | ns. | n/a |
Cognitive skills: Miller Assessment for Preschoolers, non-verbal abilities subset | Within group analysis (2-year group) | 0.78 | ||
Hendry & Kerr, 1983 [46] | Language skills: grouping of items by shape, size, family name and placing picture cards in a logical story sequence | Intervention cf. Control | ns. | no |
Language skills: recognition of alphabets, short words, geometric shapes, and incomplete pictures | Intervention cf. Control | ns. | ||
Mische Lawson et al., 2012 [43] | Language skills, grade report: shape recognition | Intervention cf. Control | sign. * | no |
Language skills, grade report: letter recognition | Intervention cf. Control | ns. | ||
Language skills, grade report: writing | Intervention cf. Control | ns. | ||
Language skills, grade report: color recognition | Intervention cf. Control | ns. | ||
Numeracy, grade report: counting | Intervention cf. Control | ns. | ||
Numeracy, grade report: number recognition | Intervention cf. Control | ns. | ||
Children with learning disabilities | ||||
Connor-Kuntz & Dummer, 1996a [40] | Academic skills: school readiness composite | Within group analysis (combined, developmentally delayed) | 0.1 | no |
Langugage skills: Bracken Basic Concept Scale, the direction/position subscale | Within group analysis (combined, developmentally delayed) | 0.34 | ||
Connor-Kuntz & Dummer, 1996a; 1996b [40] | Academic skills: school readiness composite | Combined intervention cf. Control | ns. | |
Langugage skills: Bracken Basic Concept Scale, the direction/position subscale | Combined intervention cf. Control (developmentally delayed) | 0.27 | ||
Connor-Kuntz & Dummer, 1996b [40] | Academic skills: school readiness composite | Within group analysis (control, developmentally delayed) | 0.3 | no |
Langugage skills: Bracken Basic Concept Scale, the direction/position subscale | Within group analysis (control, developmentally delayed) | 0.07 | ||
Iwanaga et al., 2014 [42] | Language skills: Japanese Miller Assessment for Preschoolers, verbal subset | Within group analysis (individual sensory integration) | ns. | n/a |
Language sklils: Japanese Miller Assessment for Preschoolers, non-verbal subset | Within group analysis (individual sensory integration) | sign. * | ||
Lam et al., 2019 [3] | Cognitive skills: Cognitive subtest of the Developmental Assessment Chart Revised (DAC-R) | Intervention cf. Control | 0.52 | yes |
Language skills, verbal comprehension: Reynell Developmental Language Scales (RDLS) Cantonese Version | Intervention cf. Control | 0.40 | ||
Language skills, expressive language: Reynell Developmental Language Scales (RDLS) Cantonese Version | Intervention cf. Control | 0.57 | ||
Wang et al., 2020 [32] | Executive functions, working memory: Childhood Executive Functioning Inventory | Intervention cf. Control | 0.96 | yes |
Executive functions, inhibition: Childhood Executive Functioning Inventory | Intervention cf. Control | 1.1 | ||
Executive functions, regulation: Childhood Executive Functioning Inventory | Intervention cf. Control | 1.4 | ||
Zawadzka et al., 2012 [47] | Cognitive skills: Behaviour Observation Scale adapted for children, cognitive subset | Within group analysis | 1.15 | n/a |
Children with physical disabilities | ||||
Bala et al., 2013 [41] | Cognitive skills: Raven’s Matrices | Intervention cf. Control (below average development at birth) | ns. | yes |
Devesa et al., 2011 [33] | Cognitive skills: The Battelle Developmental Inventory Screening Test, cognitive subset | Within group analysis (pre-treatment period) | ns. | n/a |
Intervention | Outcome | Not Significant | Significant, but Effect Sizes Could not be Calculated * | Effect Size (d) | |||
---|---|---|---|---|---|---|---|
Trivial | Small | Medium | Large | ||||
FMS | Executive functions | Berrol, 1984a c [39]; Berrol, 1984b c [39]; Chevalier et al. 2017 c,b [31] | Mulvey et al. 2018 c [30] | Chevalier et al. 2017 b,c [31] | |||
Language skills | Mische Lawson et al. 2012 c [43]; Iwanga et al. 2014 b [42] | Mische Lawson et al. 2012 c [43]; Iwanga et al. 2014 b [42] | |||||
Cognitive skills | Bala et al. 2013 c [41] | Fisher & Turner, 1972 a,c [38] | |||||
Numeracy | Mische Lawson et al. 2012 c [43] | ||||||
Academic skills | Moore et al. 1984 c [44]; Berrol, 1984a c [39]; Berrol, 1984b c [39] | Fisher & Turner, 1972 a,c [38] | |||||
PA | Executive functions | Flippin et al. 2021 c [35] | |||||
FMS & PA | Executive functions | Puder et al. 2011 c [45] | Wang et al. 2020 c [32] | ||||
Language skills | Connor-Kuntz & Dummer 1996b b [40] | ||||||
Academic skills | Connor-Kuntz & Dummer 1996b b [40] | ||||||
FMS combined | Language skills | Hendry & Kerr, 1983 c [46] | Lam et al. 2019 c [3] | Lam et al. 2019 c [3] | |||
Cognitive skills | Draper et al. 2012 c [21]; Golos et al. 2011 c [36];Golos et al. 2013 b [37]; Devesa et al. 2011 [33] b | Golos et al. 2013 b [37]; Lam et al. 2019 c [3] | Draper et al. 2012 b [21];Golos et al. 2011 c [36];Zawadska et al. 2012 b [47] | ||||
PA combined | Language skills | Kirk et al. 2014 c [34]; Kirk & Kirk, 2016 c [48] | Kirk et al. 2014 c [34] | Kirk & Kirk, 2016 c [48] | |||
FMS & PA combined | Academic skills | Connor-Kuntz & Dummer, 1996a d [40] | Connor-Kuntz & Dummer 1996a b [40] | ||||
Language skills | Coleman & Andersson, 1978 b,e [49] | Connor-Kuntz & Dummer 1996a b,d [40] |
4. Discussion
Study Limitations and Strengths
5. Conclusions
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Acknowledgments
Conflicts of Interest
References
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Jylänki, P.; Mbay, T.; Byman, A.; Hakkarainen, A.; Sääkslahti, A.; Aunio, P. Cognitive and Academic Outcomes of Fundamental Motor Skill and Physical Activity Interventions Designed for Children with Special Educational Needs: A Systematic Review. Brain Sci. 2022, 12, 1001. https://doi.org/10.3390/brainsci12081001
Jylänki P, Mbay T, Byman A, Hakkarainen A, Sääkslahti A, Aunio P. Cognitive and Academic Outcomes of Fundamental Motor Skill and Physical Activity Interventions Designed for Children with Special Educational Needs: A Systematic Review. Brain Sciences. 2022; 12(8):1001. https://doi.org/10.3390/brainsci12081001
Chicago/Turabian StyleJylänki, Pinja, Theo Mbay, Anni Byman, Airi Hakkarainen, Arja Sääkslahti, and Pirjo Aunio. 2022. "Cognitive and Academic Outcomes of Fundamental Motor Skill and Physical Activity Interventions Designed for Children with Special Educational Needs: A Systematic Review" Brain Sciences 12, no. 8: 1001. https://doi.org/10.3390/brainsci12081001