Differences in achievement on tests of perceptual abilities in lower and upper elementary school grade students involved in the process of determining the psychophysical state

This paper investigates whether there are differences in the results achieved during the assessment of visual and auditory perceptual abilities in students (N = 166) of upper and lower elementary school grades who are involved in the process of determining the psychophysical condition. Adequate assessment is important not only because of the prediction of students’ academic success, but also as a basis for the development of individualized curricula that will enable the selection of adequate forms and content of educational support for each student. The Acadia developmental ability test was used to assess students’ perceptual abilities. In data processing, in addition to calculating frequencies and arithmetic means by groups, in order to determine the deviation of the observed frequencies from the expected frequencies, the χ2-test was used. The results indicate the existence of significant differences in student achievement on the subtests of visual and auditory memory and visual differentiation. It turned out that lower results in all three tests were achieved by lower elementary school grade students. The pedagogical implications of this study indicate the need for more intensive educational monitoring of students from the beginning of their education.

One-year stability of physical education-centered physical literacy indicators on objectively measured physical activity

One of the central goals of school physical education (PE) is to improve physical literacy in youth to nurture their ability, confidence, and desire to be physically active for life. The aim of this study was to examine the stability of the selected PE-centered physical literacy indicators on school students’ objectively measured moderate-to-vigorous intensity physical activity (MVPA). This study was a follow-up study tracking a sample of 450 Finnish children ( M = 11.26[0.32]; nfemales = 194; nmales = 256) across upper elementary school from fifth (T1) to sixth (T2) grade. A set of independent variables (motor competence, health-related fitness, in-class PE MVPA, and PE motivation and enjoyment) and total MVPA as a dependent variable were collected, and gender and body mass index were controlled in the analyses. The entire model explained almost 29% of MVPA in T1 and 26% in T2. While cardiorespiratory endurance (β = 0.29) and MVPA in PE (β = 0.20) were statistically significant predictors of MVPA in T1, MVPA in PE (β = 0.23), and identified regulation (β = 0.16) were statistically significant predictors at T2. Across the time, boys had higher levels of MVPA compared to girls (T1: β = −0.12; T2: β = −0.14), whereas the relationship was inverted in motor coordination (T1: β = 0.13; T2: β = 0.12). The findings of this study suggest that MVPA in PE is an important contributor to children's MVPA, and its role is eminent during the last two grades of elementary school.

Sports Specialization and Sports-Related Injuries in Japanese School-Aged Children and Adolescents: A Retrospective Descriptive Study

Although early sports specialization is associated with sports-related injuries, relevant quantitative studies on young non-elite athletes, the majority of sports participants, are scarce. We described sports specialization time points and the characteristics of sports-related injuries. Undergraduate students at a university in Japan (n = 830) recalled their history of sports participation from elementary to high school and sports-related injuries in a self-administered questionnaire. Of 570 valid respondents, 486 (85%) engaged in sports at least once. Significantly more respondents played multiple sports in upper elementary school (30%) than in other school categories (1–23%). In junior high and high schools, 90% and 99% played only one sport, respectively. Of the 486 respondents who played sports, 263 (54%) had experienced acute or overuse injuries. The proportion of injured participants significantly differed by school category: lower elementary school (4%), upper elementary school (21%), junior high (35%), and high school (41%). The proportions of acute or overuse injuries in males were higher than those in females. In conclusion, this study clarified a slight variation in sports items, particularly in junior high and high schools, which demonstrates 13 years as the age of beginning specialization in a single sport. More than half of the non-elite athletes experienced sports-related injuries. Injuries were frequently observed in males and those in junior high and high schools.

Upper Elementary School Children’s Adaptive Use of Subtraction by Addition: A Choice/No-Choice Replication Study Involving Two Choice Conditions

The current study examined upper elementary school children’s frequent, efficient and adaptive use of direct subtraction (DS) and subtraction by addition (SBA) when mentally solving multi-digit subtractions, replicating and expanding previous research by Torbeyns et al. (2018). First, children were offered subtractions in two choice conditions in which they had to indicate whether they would use DS or SBA to solve each item. In the choice-compute condition they were allowed to make actual calculations, in the choice-decide condition they were not allowed to do so. Thereafter, two no-choice conditions were offered (mandatory use of either DS or SBA). Results showed that children made frequent, efficient and adaptive use of the untrained SBA strategy. Furthermore, children were most adaptive for task and subject characteristics in the choice-compute condition. The current study confirms previous findings on SBA, and questions current classroom practices that focus heavily on the development of DS.

Exploring the Experiences of Upper Elementary School Children Who are Intrinsically Motivated to Seek Information

This paper describes a naturalistic research study based on the following question, “what are the experiences in the lives of upper elementary school children that foster an intrinsic motivation to seek information?” Participants were ten-year-olds selected using a specially-created survey. Analysis, based on data collected through interviews and drawings, indicates that students came from various family and socioeconomic backgrounds, exhibited an affinity for play, and tended to be creative and non-competitive. A point-of-passion experience occurred in the lives of all of the informants, as well as the presence of “anchor” relationships. Students specified components of intrinsically motivating information seeking episodes.

Accelerometry and Self-Report Are Congruent for Children’s Moderate-to-Vigorous and Higher Intensity Physical Activity

Purpose: This study used different analytic approaches to compare physical activity (PA) metrics from accelerometers (ACC) and a self-report questionnaire in upper elementary youth participating in the Fuel for Fun intervention. Methods: The PA questionnaire and ACC were assessed at baseline/preintervention (fall fourth grade), Follow-up 1/postintervention (spring fourth grade), and Follow-up 2 (fall fifth grade) of 564 fourth grade students from three elementary schools (50% females, 78% White, and 28% overweight or obese). Different analytic approaches identified similarities and differences between the two methods. Results: On average, self-report was higher than ACC for vigorous PA (range = 9–15 min/day), but lower than ACC for moderate PA (range = 24–30 min/day), light PA (range = 30–36 min/day), and moderate-to-vigorous physical activity (MVPA; range = 9–21 min/day). Spearman’s correlations for vigorous PA (.30, .26, and .32); moderate PA (.12, .13, and .14); and MVPA (.25, .25, and .24) were significant at each time point (all ps ≤ .01), whereas correlations for light PA were not significant (.06, .04, and .07; all ps > .05). In repeated-measures analyses, ACC and questionnaire measures were significantly different from each other across the three time points; however, change difference of the two measures over time was only 5.5 MVPA min/day. Conclusions: The PA questionnaire and ACC validated each other and can be used to assess MVPA in upper elementary school children in a similar population to the current study. However, each assessment method captures unique information, especially for light-intensity PA. Multiple PA measurement methods are recommended to be used in research and application to provide a more comprehensive understanding of children’s activity.