Role of Contextual Interference and Mental Engagement on Learning
by Tomporowski, Phillip D.; Mccullick, Bryan A.; Horvat, MichaelFormat: Paperback
Pub. Date: 2010-07-01
Publisher(s): Nova Science Pub Inc
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Summary
Evidence obtained from several research areas has led to renewed interest in the possible association between games that are performed under conditions requiring moderate-to-vigorous physical activity and the emergence of children's executive function, which is the capacity to think before acting, the ability to retain information in mind, to reflect on the possible consequences of specific actions, and to self-regulate behavior. This new book describes how skill learning conditions influence the emergence and development of children's basic cognitive processes, as well as summarizing the research findings that link physical activity to mental functioning and academic performance.
Table of Contents
| Preface | |
| Games & the Transfer of Knowledge | |
| Learning & Student Engagement Measuring & Assessing Mental Engagement | |
| Converging Evidence for the Role of Contextual Interference in Learning | |
| Physical Activity & Executive Function | |
| The Learning Curve & Mental Engagement | |
| Physical Activity Games: Connecting the Science to the Teaching of Physical Education | |
| Physical Education Today: What was Old is New Again | |
| Final Comments | |
| References | |
| Index | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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