000111631 001__ 111631
000111631 005__ 20240319081002.0
000111631 0247_ $$2doi$$a10.3389/fpsyg.2022.848525
000111631 0248_ $$2sideral$$a127787
000111631 037__ $$aART-2022-127787
000111631 041__ $$aeng
000111631 100__ $$0(orcid)0000-0001-8471-9415$$aEscolano-Pérez, Elena$$uUniversidad de Zaragoza
000111631 245__ $$aTeacher-Rated Executive Functions, Gender and Relative Age: Independent and Interactive Effects on Observed Fundamental Motor Skills in Kindergarteners
000111631 260__ $$c2022
000111631 5060_ $$aAccess copy available to the general public$$fUnrestricted
000111631 5203_ $$aFundamental motor skills (FMS) of children can be affected by different variables, such as executive functions (EF), gender and relative age. However, the effects of these variables on FMS have been scarce studied, especially in early childhood, and show inconsistent results. To clarify these relationships, this study was carried out. Its aim was to analyze whether EF, gender and relative age influenced FMS in 43 Spanish kindergarteners. A multimethod and mixed methods approach was used. Kindergarteners’ teachers completed the Childhood Executive Functioning Inventory to know the children level of EF (working memory and inhibition control). Kindergarteners’ parents complimented ad hoc questionnaire reporting the children gender and birth data (to know their relative age). A Nomothetic/Punctual/Multidimensional observational design was used to observe children FMS in their habitual motor sessions at school. Two-way ANOVAs were performed to know the independent and interactive effects of working memory level (lower/higher), inhibition control level (lower/higher), gender (boys/girls) and relative age (according to the birth semester in the year) on FMS. Results showed these variables have independent and interactive effects on some FMS, but not on others. FMS influenced by these variables vary depending what independent variable(s) is/are considered. Therefore, it can be concluded that the influences of teacher-rated EF, gender and relative age on observed FMS in kindergarteners are complex and specific. Results obtained must be taken into to design and implement instructional and intervention strategies, as well as educational and sport policy changes, especially in early childhood, when FMS are more malleable.
000111631 536__ $$9info:eu-repo/grantAgreement/ES/MCIU-AEI-FEDER/PGC2018-098742-B-C31
000111631 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000111631 590__ $$a3.8$$b2022
000111631 592__ $$a0.891$$b2022
000111631 591__ $$aPSYCHOLOGY, MULTIDISCIPLINARY$$b34 / 147 = 0.231$$c2022$$dQ1$$eT1
000111631 593__ $$aPsychology (miscellaneous)$$c2022$$dQ2
000111631 594__ $$a4.5$$b2022
000111631 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000111631 700__ $$aSánchez-López, Carmen R.
000111631 700__ $$0(orcid)0000-0002-1000-596X$$aHerrero-Nivela, Maria Luisa$$uUniversidad de Zaragoza
000111631 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000111631 773__ $$g13 (2022), 848525 [23 pp.]$$pFront. psychol.$$tFrontiers in Psychology$$x1664-1078
000111631 8564_ $$s1321690$$uhttps://zaguan.unizar.es/record/111631/files/texto_completo.pdf$$yVersión publicada
000111631 8564_ $$s2371762$$uhttps://zaguan.unizar.es/record/111631/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000111631 909CO $$ooai:zaguan.unizar.es:111631$$particulos$$pdriver
000111631 951__ $$a2024-03-18-14:15:02
000111631 980__ $$aARTICLE