Ana Maria Calciusca
Dasman Bilingual School, KuwaitPresentation Title:
The impact of physical activity on motor skills development and mental health in elementary children
Abstract
This presentation explores the impact of physical activity on the motor skills development and mental health of elementary school students, referencing a variety of peer-reviewed studies. The literature consistently shows that regular physical activity positively influences cognitive abilities such as memory, attention, and executive function (Hillman, Erickson, & Kramer, 2008; Sibley & Etnier, 2003). Research also suggests that physical activity can alleviate symptoms of anxiety and depression in children, contributing to improved emotional well-being and reduced behavioral issues (Ahn & Fedewa, 2011; Biddle & Asare, 2011). Additionally, exercise is shown to enhance neuroplasticity, supporting emotional regulation and social behavior during critical stages of development (Diamond & Lee, 2011). Evidence suggests that incorporating physical activity into school curricula fosters not only academic achievement but also long-term psychological resilience and well-being (Donnelly et al., 2016). The research conducted by Bukvić, Ćirović, and Nikolić (2021) indicates that participation in structured physical activities can support early childhood development stages, positively influencing motor skill development in children (Bukvić et al., 2021). Manipulative, locomotor, and stability motor skills are fundamental components of human movement that play essential roles in everyday activities and physical development (Rudd et al., 2015; Sutapa et al., 2021b).
As an inclusive school, different departments work together to provide the proper environment for the elementary students and respond to their individual needs (counselling, speech therapy, physical therapy, etc.).
The P.E. teachers used skills observation as a method to identify the students who are facing difficulties with basic motor skills such as running, jumping over obstacles, throwing and catching objects. Due to participation in structured physical activities throughout the academic year, we have observed an improvement in these skills development and we formulated our conclusion regarding our findings. The presentation includes a variety of data collected from our students (age 6 to 11) which shows the impact of sedentarism which affects the normal neuro-motorical development of children. By synthesizing these findings, this presentation advocates for the integration of structured and inclusive physical activity programs in elementary education to optimize both physical and mental health outcomes.
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