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

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

Deadline for manuscript submissions: 30 June 2024 | Viewed by 1722

Special Issue Editor

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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

Manuscript Submission Information

Manuscripts should be submitted online at by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Behavioral Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.


  • physical education
  • active learning
  • active methodologies
  • didactic
  • neuroscience
  • cognition 

Published Papers (1 paper)

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17 pages, 688 KiB  
Systematic 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; - 15 Apr 2024
Viewed by 1387
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 [...] Read more.
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
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Planned Papers

The below list represents only planned manuscripts. Some of these manuscripts have not been received by the Editorial Office yet. Papers submitted to MDPI journals are subject to peer-review.

Title: The Analysis/Insights of Active Use of the Neuroscience Findings in Teaching and Learning
Authors: Ausra Daugirdiene1,2, Jurate Cesnaviciene3, Agne Brandisauskiene1,
Affiliation: 1- Education Research Institute, Education Academy, Vytautas Magnus University, K. Donelaičio St. 58, LT-44248 Kaunas, Lithuania 2-Institute of Psychology, Vilnius University, Universiteto St. 9, LT-01513 Vilnius, Lithuania 3-Teacher Training Institute, Education Academy, Vytautas Magnus University, K. Donelaičio Str. 52, LT-44244 Kaunas, Lithuania
Abstract: The aim of this paper is to show how knowledge about the nervous system can be used in teaching and learning. In our view, understanding good teaching is about identifying how it engages the underlying cognitive and neurosystemic processes of the human brain in relation to learning. Using the student self-assessment questionnaire "Brain-Based Teaching Strategies", we have investigated several key processes involved in neurodidactics (exitation, perception, memory, and the use, transfer and application of information/actions). The sample consisted of 884 7-10th grade students. The results showed that students' neurostimulation, perception, and consolidation of educational material are related to the direct work of the teacher and the teaching strategies he/she applies to attract and stimulate the student's attention and to help the student to understand and remember information. The learning strategies used by the student 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 student is statistically significantly higher in the girls' sample. There are significant differences between students with low and high achievement in consolidation of teaching materials and learning strategies applied by learners. The paper provides practical recommendations for teachers.

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