"A school that moves": the benefical effects of regular physical activity school on motor skills and learning

The research involved 28 children in first class belonging to two different schools within the same context in the north east of Italy. The pupils were given several tests designed to evaluate some phenomena of interest: the TGM test for motor skills (Ulrich, 1985), the TOMAT test of memory and learning (C.R. Reynolds, E.D. Bigler, 1988), the Test Self-Perception Profile for Children (Susan Harter, 1978). The anthropometric data were surveyed and an examination of impedentiometry was done. Finally families were given a questionnaire on father, mother and child's lifestyle (physical activity). The research design, of "quasi experimental" kind, was formulated in two nearly equal groups, the first Gs (experimental group) who did 5 hours of motor education per week (1 hour per day for 5 days, the first hour of school hours), the second GC (control group) who did motor activity at school for an hour every two weeks according to the school habits. The treatment lasted for the entire school year (8 months approx.). Both groups were administered a pre-test (to) and a post-test (t1) on the motor skills at the beginning and at the end of the school year. As outlined by Campbell and Stanley (1963) the effects (Gst1-Gsto)-(Gct1-Gsto) were reported whose statistical significance was analyzed by t test on the averages of the differences for paired samples to pre-post by each group, and for independent samples on the difference between the averages of the groups for the global analysis. After a preliminary verification of the initial "quasi equivalence" in the motor skills (to be tested) of the two groups and in a set of control variables (socio-cultural and lifestyle), the study verified the hypothesis of a significant dependence between increased motor activity and motor, cognitive and psychological skills increase. The tests were applied with respect to both the global TGM index, and to individual skills and were constantly significant albeit to different degrees. As regards the physiological aspects, significant changes have been reported only in the fat mass percentage and only in the experimental group. The results show that it is desirable to increase the total hours of motor education in primary schools to improve child's welfare, for its growth, as well as for a healthy lifestyle practice.