Description of the problem and aims. This study aims at investigating the relationship between an Orienteering training program and the enhancement of short-term visuo-spatial memory in a school setting. The hypothesis is based on the idea that there is a relationship between motor learning stimulated by the practice of Orienteering in an outdoor area and visuo-spatial working memory. Several studies have already highlighted the relationship between active motor play in school-aged children and cognitive development (Truelove et ali. 2017). The ability to map and plan is already present in the first year of life of a child and it will influence the cognitive-motor organization of the adult individual (Halliday et al. 2018). Orienteering stimulates and improves memory skills and motivation (Etnier& Chang, 2009; Prakash et ali., 2015). Orienteering had already been shown to enhance learning processes (Notarnicola et ali., 2012) all the more stimulated by the outdoor environment (Acar and wings., 2015). Methodology :Two groups were examined: an experimental group, that attended orienteering lessons for 16 weeks, and a control group that, instead, performed indoor exercises such as jogging and gymnastics. The Corsi block- tapping tasks, in both the forward and backward response modalities, as well as the Star-Butterfly test were used for both groups, each consisting of 20 children. Results In the experimental group, the scores in the Forward and Backward Corsi block -tapping tasks significantly increased from pre to post-test, compared to the control group; in the Star-Butterfly Test both time and mistakes decreased. Instead, in the control group, the Star-Butterfly scores remained unchanged from pre to post tests. Conclusions The study confirmed that a training period based on orienteering could improve the visuo- spatial working memory in the experimental sample group by enhancing the ability to recall short-term memory spans more accurately than before training. Instead, these skills remained unchanged in the control group.

Starting a sport as outdoor education in infancy: orienteering, visual spatial memory for empowering school learning

Bonavolonta Valerio;
2021

Abstract

Description of the problem and aims. This study aims at investigating the relationship between an Orienteering training program and the enhancement of short-term visuo-spatial memory in a school setting. The hypothesis is based on the idea that there is a relationship between motor learning stimulated by the practice of Orienteering in an outdoor area and visuo-spatial working memory. Several studies have already highlighted the relationship between active motor play in school-aged children and cognitive development (Truelove et ali. 2017). The ability to map and plan is already present in the first year of life of a child and it will influence the cognitive-motor organization of the adult individual (Halliday et al. 2018). Orienteering stimulates and improves memory skills and motivation (Etnier& Chang, 2009; Prakash et ali., 2015). Orienteering had already been shown to enhance learning processes (Notarnicola et ali., 2012) all the more stimulated by the outdoor environment (Acar and wings., 2015). Methodology :Two groups were examined: an experimental group, that attended orienteering lessons for 16 weeks, and a control group that, instead, performed indoor exercises such as jogging and gymnastics. The Corsi block- tapping tasks, in both the forward and backward response modalities, as well as the Star-Butterfly test were used for both groups, each consisting of 20 children. Results In the experimental group, the scores in the Forward and Backward Corsi block -tapping tasks significantly increased from pre to post-test, compared to the control group; in the Star-Butterfly Test both time and mistakes decreased. Instead, in the control group, the Star-Butterfly scores remained unchanged from pre to post tests. Conclusions The study confirmed that a training period based on orienteering could improve the visuo- spatial working memory in the experimental sample group by enhancing the ability to recall short-term memory spans more accurately than before training. Instead, these skills remained unchanged in the control group.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11697/194158
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