Mavilidi Myrto Foteini, Ruiter Margina, Schmidt Mirko, Okely Anthony D, Loyens Sofie, Chandler Paul, Paas Fred
Priority Research Centre for Physical Activity and Nutrition, University of Newcastle, Newcastle, NSW, Australia.
Early Start Research Institute, University of Wollongong, Wollongong, NSW, Australia.
Front Psychol. 2018 Nov 2;9:2079. doi: 10.3389/fpsyg.2018.02079. eCollection 2018.
Engaging in regular physical activity can have substantial cognitive and academic benefits for children, and is generally promoted for its beneficial effects on children's physical and mental health. Although embodied cognition research has convincingly shown the integral relationship of the human body and mind, in schools physical activity and cognitive activity are typically treated as unrelated processes. Consequently, most physical activities used are neither sufficiently relevant for nor fully integrated into the learning tasks. In reviewing the literature regarding the integration of physical activity into education to promote cognition and learning, two main lines of research emerged: exercise and cognition research vs. embodied cognition research. In this narrative review, we describe these two separately evolved schools of thought, highlighting their differences and commonalities. In categorising the existing studies on a 2 × 2 matrix, concerning the two main categories of relevance for and integration into the learning task, it becomes clear where the different foci lie, and how both lines of research could profit from learning from each other. Finally, a new instructional model that integrates task-relevant physical activities into the cognitive/learning task is proposed to inform both further research and educational practice.
进行有规律的体育活动对儿童的认知和学业有很大益处，并且通常因其对儿童身心健康的有益影响而得到推广。尽管具身认知研究令人信服地表明了人体与心智的整体关系，但在学校里，体育活动和认知活动通常被视为不相关的过程。因此，所采用的大多数体育活动与学习任务既没有充分的相关性，也没有完全融入学习任务中。在回顾有关将体育活动融入教育以促进认知和学习的文献时，出现了两条主要的研究路线：运动与认知研究和具身认知研究。在这篇叙述性综述中，我们分别描述这两种独立发展的思想流派，突出它们的差异和共性。在将现有研究按照与学习任务的相关性和融入学习任务这两个主要类别进行2×2矩阵分类时，不同的重点所在以及这两条研究路线如何相互借鉴从而受益就变得清晰了。最后，提出了一种将与任务相关的体育活动融入认知/学习任务的新教学模式，为进一步的研究和教育实践提供参考。
