Physical or emotional scaffolding in a difficult motor task: What is better with 5-year-old children?

Guido Francesco Fumagalli ^[1] ; Patrizia Tortella ^[3] ; Roberto Coppola ^[2] ; Francesco Sgrò ^[2]
1. [1] University of Verona
  
  University of Verona
  
  Verona, Italia
2. [2] Università degli Studi di Enna Kore
  
  Università degli Studi di Enna Kore
  
  Enna, Italia
3. [3] Free University of Bolzano
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Localización: Journal of Human Sport and Exercise: JHSE, ISSN-e 1988-5202, Vol. 15, Nº. Extra 4, 2020 (Ejemplar dedicado a: Summer Conferences of Sports Science), págs. 1437-1445
Idioma: inglés
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Resumen
- Engagement in difficult motor tasks promotes development of executive functions (EFs) (Diamond, 2020; Davis et al., 2011). In this study we analysed the effects of different types of scaffold on children exposed to a difficult motor task. Methodology. One hundred, 5 years old children from 2 kindergartens were engaged in a specific motor program for 1 hour/week for 10 weeks. The program included learning a difficult motor task (walking on an unstable bar) for which the instructor provided physical or physical + emotional scaffold. In addition, children were divided in two groups based on their initial level of capacity to perform the task. Levels of EFs were measured by the Day & Night test at the beginning and at the end of the training period. Data were analysed by two-way ANOVA. Results. The data suggest that in expert children the emotional support fosters the effect of the difficult task on the performance of the Day & Night test; while in beginners the emotional support counteracts the effects of physical scaffold resulting in a null effect on EF development. Conclusions. The data point to specificity of scaffold procedures for combining motor and cognitive development.