Improving Learning Abilities and Inclusion through Movement: The Movi-Mente© Method

Authors: Ivan Traina, Luigi Sangalli, Fabio Tognon, Angelo Lascioli

Abstract:

Currently, challenges regarding preschooler children are mainly focused on a sedentary lifestyle. Also, motor activity in infancy is seen as a tool for the separate acquisition of cognitive and socio-emotional skills rather than considering neuromotor development as a tool for improving learning abilities. The paper utilized an observational research method to shed light on the results of practicing neuromotor exercises in preschool children with disability as well as provide implications for practice.

Keywords: Children with disability, learning abilities, inclusion, neuromotor development.

References:

[1] Available at: https://www.propatriajudo.it/presentazione-progetto-judogiocando
[2] Bertozzi, L., Montanari, L., & Mora, I. (Eds.). (2002). Architettura delle funzioni: lo sviluppo neuromotorio del bambino fra normalità e patologia. Springer Science & Business Media.
[3] World Health Organization Regional Office for Europe. (2021). WHO European Childhood Obesity Surveillance Initiative (COSI). Report on the fourth round of data collection, p. 2015–2017.
[4] Napoli, A. S. L., & Nord, N. (2018). Favorire gli apprendimenti nella scuola primaria con l’utilizzo di tecniche di attivazione del sistema attentivo-esecutivo. Iprase, 135.
[5] UN. (2006). Convention on the Rights of Persons with Disabilities.
[6] Lorenzo, T., McKinney, V., Bam, A., Sigenu, V., & Sompeta, S. (2019). Mapping participation of disabled youth in sport and other free-time activities to facilitate their livelihoods development. British Journal of Occupational Therapy, 82(2), p. 80-89.
[7] Van der Ploeg, H. P., Van der Beek, A. J., Van der Woude, L. H., & van Mechelen, W. (2004). Physical activity for people with a disability. Sports medicine, 34(10), p. 639-649.
[8] Knop, P. D., & Oja, P. (1996). Sport for all. Sport for all., 8, p. 15-43.
[9] Sherrill, C. (2004). Young people with disability in physical education/physical activity/sport in and out of schools: Technical report for the World Health Organization. ICSSPE/CIEPSS, p. 4 and p.17.
[10] Morgan, S. J., Pullon, S. R., Macdonald, L. M., McKinlay, E. M., & Gray, B. V. (2017). Case study observational research: A framework for conducting case study research where observation data are the focus. Qualitative health research, 27(7), p. 1060-1068.
[11] Furlong, M. (2010). Clear at a distance, jumbled up close: Observation, immersion and reflection in the process that is creative research. In P. Liamputtong (Ed.), Research methods in health: Foundations for evidence-based practice (pp. 153–169). South Melbourne, Australia: Victoria Oxford University Press.
[12] Rowley, J. (2002). Using case studies in research. Management Research News, 25, p. 16–27. doi: 10.1108/01409170210782990.
[13] Etnier, J. L., & Chang, Y. K. (2009). The effect of physical activity on executive function: a brief commentary on definitions, measurement issues, and the current state of the literature. Journal of Sport and Exercise Psychology, 31(4), p. 469-483.
[14] Kretch, K. S., Franchak, J. M., & Adolph, K. E. (2014). Crawling and walking infants see the world differently. Child development, 85(4), p. 1503-1518.
[15] Haghshenas, S., Hosseini, M. S., & Aminjan, A. S. (2014). A possible correlation between vestibular stimulation and auditory comprehension in children with attention-deficit/hyperactivity disorder. Psychology & Neuroscience, 7(2), p. 159-162.
[16] Moghadam, S. F., Haghgoo, H. A., Pishyareh, E., Bakhshi, E., Rezazadeh, N., Rostami, R., & Sadeghi, V. (2018). Vestibular therapy improved motor planning, attention, and balance in children with attention deficit hyperactivity disorders: a randomized controlled trial. Phys Med Rehabil Res, 3(2), p. 1-6.
[17] Taylor, L. J., & Zwaan, R. A. (2009). Action in cognition: The case of language. Language and cognition, 1(1), p. 45-58.
[18] Pascual-Leone, A., Nguyet, D., Cohen, L. G., Brasil-Neto, J. P., Cammarota, A., & Hallett, M. (1995). Modulation of muscle responses evoked by transcranial magnetic stimulation during the acquisition of new fine motor skills. Journal of neurophysiology, 74(3), p. 1037 and p. 1039.
[19] Martin, J. J., & Smith, K. (2002). Friendship quality in youth disability sport: Perceptions of a best friend. Adapted Physical Activity Quarterly, 19(4), p. 472-482.
[20] Sangalli, A. L., (2021). L’attività motoria compensativa, Trentouno, Trento.
[21] Oberman, L. M., Pascual-Leone, A., & Rotenberg, A. (2014). Modulation of corticospinal excitability by transcranial magnetic stimulation in children and adolescents with autism spectrum disorder. Frontiers in Human Neuroscience, 8, 627.