TY  - JOUR
A1  - Sallen, Jeffrey
A1  - Andrä, Christian
A1  - Ludyga, Sebastian
A1  - Mücke, Manuel
A1  - Herrmann, Christian
T1  - School children's physical activity, motor competence, and corresponding self-perception
BT  - a longitudinal analysis of reciprocal relationships
JF  - Journal of physical activity and health
N2  - Background: The relationship between engagement in physical activity and the development of motor competence (MC) is considered to be reciprocal and dynamic throughout childhood and adolescence. The 10-month follow-up study aimed to explore this reciprocal relationship and investigated whether the relationship is mediated by the corresponding self-perception of MC (PMC). 

Methods: A total of 51 children aged between 10 and 11 years (M = 10.27 [0.45]) participated in the study (52.9% boys, 47.1% girls). As an indicator for physical activity, the average vigorous physical activity (VPA) per day was measured by ActiGraph accelerometers. Two aspects of MC and PMC were recorded: self-movement and object movement. Saturated pathway models in a cross-lagged panel design with 2 measurement points were analyzed. 

Results: Reciprocal and direct relationships between VPA and MC object movement respectively MC self-movement were not found in longitudinal analyses with PMC as a mediator. Indirect effects of MC at t1 on VPA at t2 via PMC were identified (self-movement: beta = 0.13, 95% confidence interval, 0.04 to 0.26; object movement: beta = 0.14, 95% confidence interval, 0.01 to 0.49). 

Conclusion: The results highlight the importance of MC and PMC in promoting children's VPA. However, VPA does not drive the development of MC.
KW  - MOBAK
KW  - SEMOK
KW  - fundamental movement skills
KW  - motor proficiency
Y1  - 2020
U6  - https://doi.org/10.1123/jpah.2019-0507
SN  - 1543-3080
SN  - 1543-5474
VL  - 17
IS  - 11
SP  - 1083
EP  - 1090
PB  - Human Kinetics Publ.
CY  - Champaign
ER  - 
TY  - JOUR
A1  - Mathias, Brian
A1  - Andrä, Christian
A1  - Schwager, Anika
A1  - Macedonia, Manuela
A1  - von Kriegstein, Katharina
T1  - Twelve- and fourteen-year-old school children differentially benefit from sensorimotor- and multisensory-enriched vocabulary training
JF  - Educational psychology review
N2  - Both children and adults have been shown to benefit from the integration of multisensory and sensorimotor enrichment into pedagogy. For example, integrating pictures or gestures into foreign language (L2) vocabulary learning can improve learning outcomes relative to unisensory learning. However, whereas adults seem to benefit to a greater extent from sensorimotor enrichment such as the performance of gestures in contrast to multisensory enrichment with pictures, this is not the case in elementary school children. Here, we compared multisensory- and sensorimotor-enriched learning in an intermediate age group that falls between the age groups tested in previous studies (elementary school children and young adults), in an attempt to determine the developmental time point at which children's responses to enrichment mature from a child-like pattern into an adult-like pattern. Twelve-year-old and fourteen-year-old German children were trained over 5 consecutive days on auditorily presented, concrete and abstract, Spanish vocabulary. The vocabulary was learned under picture-enriched, gesture-enriched, and non-enriched (auditory-only) conditions. The children performed vocabulary recall and translation tests at 3 days, 2 months, and 6 months post-learning. Both picture and gesture enrichment interventions were found to benefit children's L2 learning relative to non-enriched learning up to 6 months post-training. Interestingly, gesture-enriched learning was even more beneficial than picture-enriched learning for the 14-year-olds, while the 12-year-olds benefitted equivalently from learning enriched with pictures and gestures. These findings provide evidence for opting to integrate gestures rather than pictures into L2 pedagogy starting at 14 years of age.
KW  - Multisensory learning
KW  - Sensorimotor learning
KW  - Gesture
KW  - Enrichment;
KW  - Vocabulary learning
KW  - Foreign language education
Y1  - 2022
U6  - https://doi.org/10.1007/s10648-021-09648-z
SN  - 1040-726X
SN  - 1573-336X
VL  - 34
IS  - 3
SP  - 1739
EP  - 1770
PB  - Springer
CY  - New York
ER  -