Abstract
While the mental and physical benefits of motor activity are well documented, the degree to which these benefits are dependent upon the environment within which the activity takes place remains unknown. Specifically, studies exploring the effects of aquatic motor activities on cognitive abilities are rare. The current study investigated the effects of aquatic motor activities—as compared to on-land motor activities and non-motor activities—on the development of motor and cognitive abilities in a sample of 94 children aged between four and six. Developmental-functionality tests—including fine and gross motor, time estimation, reasoning and processing speed tests—were used to measure the motor and cognitive abilities of participants before and after six months of intervention. Participation in the aquatic motor activities group was found to improve gross motor, time-estimation and reasoning abilities. Moreover, improvements in gross motor abilities mediated the association between participation in aquatic motor activities group and the children’s processing speed ability. These findings can improve the understanding of child development professionals, psychologists and educators regarding the connection between aquatic environment and cognitive and motor development, and may contribute to improved early childhood interventions.
Highlights
There are well-documented cognitive and physical benefits from physical activity, throughout life and across diverse population groups [1]-[3]
The locomotion abilities improved over time only among the Aquatic motor activity (AMA) (t(30) = −5.29, p < 0.01) and On-Land Motor Activity (OLMA) (t(40) = −3.22, p < 0.01) groups, but not among the Non-Motor Activity (NMA) group (t(21) = −0.23, p > 0.05)
The object control abilities improved over time only among the AMA (t(30) = −6.44, p < 0.01) and OLMA (t(40) = −2.14, p < 0.05) groups, but not among the NMA group (t(21) = −0.33, p > 0.05)
Summary
There are well-documented cognitive and physical benefits from physical activity, throughout life and across diverse population groups [1]-[3]. Sibley and Etnier [6] found in their research review a significant positive relation between physical activity and cognitive functioning in children aged between 4 and 18 years. They concluded that physical activity improves children’s perceptual skills, verbal abilities and developmental levels. According to the Dynamic System Theory (DST), the interaction between the individual, the purpose of the task and the environmental conditions contribute to the child development [8] This theory will underpin the current study, in that we contend that it is theoretically possible to effect an improvement in existing skills—or even introduce new ones—by changing the environment in which a specified activity occurs. The unique environment that we explored was water, and we determined to compare aquatic motor activities with on-land motor activities in order to test this hypothesis
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
