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 1326

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

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Keywords

  • 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; https://doi.org/10.3390/bs14040330 - 15 Apr 2024
Viewed by 1049
Abstract
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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