АНОНСИ
Прийом манускриптів до Журналу 2024 р. відкрито Більше
Прийом заявок на участь у Міжнародному конкурсі
ICMHDS-2024 вже закрито Більше
Прийом заявок на участь у Міжнародних наукових конференціях
CIES-2024 відкрито зараз Більше
Prediction of Arithmetic Abilities of Children Who Practice Sports: The Use of the Gamma Model
Serra L.1,2, Guerreiro C.3, Silva L.4
 
 
1 Autonomous University of Lisbon, Portugal
2 Centre of Statistics and its Applications of the University of Lisbon, Portugal
3 Higher Institute of Intercultural and Transdisciplinary Studies of Almada – Piaget Institute of Almada, Portugal
4 NOVA School of Science and Technology – NOVA University Lisbon, Portugal
 
 

Abstract

Background and Aim of Study: The physical performance that children exhibit when engaging in sports or any form of physical activity will depend not only on their physical abilities but also on their psychological and cognitive attributes.
The aim of the study: to analyze whether symptoms of anxiety, lie, attention, and age are predictors of arithmetic abilities in children practicing sports.
Material and Methods: The study sample consisted of 108 children with an average age of 12.12 (±2.18) who practice various sports, with greater emphasis on futsal and soccer. The study protocol consisted of a sociodemographic questionnaire, the Revised Children’s Manifest Anxiety Scale, the d2 Test of Attention, and the Arithmetic subtest of the Wechsler Intelligence Scale for Children.
Results: The results showed that through the adjusted model, we identify four significant explanatory variables that are predictors of arithmetic abilities, namely anxiety symptoms (β=-0.009, p=0.009); and the attention sub-factors: processed characters (β=0.002, p=3.44e-14), default errors (β=-0.005, p=0.000), errors by marking irrelevant characters (β=-0.016, p=0.003).
Conclusions: The presence of anxiety symptoms and attentional cognitive abilities play a significant role in predicting the arithmetic aptitudes of young individuals. These variables should be taken into consideration within training programs for young athletes, as they hold relevance for sports engagement.

 
 
 

Keywords

sports participants, anxiety, lie, attention, age, arithmetic skills

 
 
  

References

Anobile, G., Stievano, P., & Burr, D. (2013). Visual sustained attention and numerosity sensitivity correlate with math achievement in children. Journal of Experimental Child Psychology, 16(2), 380-391. https://doi.org/10.1016/j.jecp.2013.06.006

Aragón, E., Serrano, N., & Navarro, J. I. (2018). Do boys and girls learn the same way? A preliminary study in primary education analyzing gender differences. Electronic Journal of Research in Educational Psychology, 16(3), 537-553. https://doi.org/10.25115/ejrep.v16i46.2234

Barrocas, R., Roesch, S., Dresen, V., Moeller, K., & Pixner, S. (2020). Embodied numerical representations and their association with multi-digit arithmetic performance. Cognitive Processing, 21(1), 95-103. https://doi.org/10.1007/s10339-019-00940-z

Becker, D. R., McClelland, M. M., Geldhof, G. J., Gunter, K. B., & MacDonald, M. (2018). Open-skilled sport, sport intensity, executive function, and academic achievement in grade school children. Early Education and Development, 29(7), 939-955. https://doi.org/10.1080/10409289.2018.1479079

Bransford, J. D., & Stein, B. S. (1993). The ideal problem solver: A guide for improving thinking, learning, and creativity (2nd ed.). W. H. Freeman and Company. https://www.tntech.edu/cat/pdf/useful_links/idealproblemsolver.pdf

Brickenkamp, R., & Zillmer, E. (2010). The d2 test of attention [manual]. Hogrefe. https://www.worldcat.org/title/935291577

Broadbent, D. E. (1958). Perception and communication. Pergamon Press. http://www.communicationcache.com/uploads/1/0/8/8/10887248/d_e._broadbent_-_perception_and_communication_1958.pdf

Butterworth, B. (2005). The development of arithmetical abilities. Journal of Child Psychology and Psychiatry, 46(1), 3-18. https://doi.org/10.1111/j.1469-7610.2004.00374.x

Carlson, R. A., Avraamides, M. N., Cary, M., & Strasberg, S. (2007). What do the hands externalize in simple arithmetic? Journal of Experimental Psychology: Learning, Memory, and Cognition, 33(4), 747-756. https://doi.org/10.1037/0278-7393.33.4.747

Carrascosa, J. (2003). Saber competir: Claves para soportar y superar la presion [Knowing how to compete: Keys to withstand and overcome pressure]. Gymnos. https://sabercompetir.com/publicaciones/

Coe, D. P., Pivarnik, J. M., Womack, C. J., Reevees, M. J., & Malina, R. M. (2006). Effect of physical education and activity levels on academic achievement in children. Medicine and Science in Sports and Exercise, 38(8), 1515-1519. https://doi.org/10.1249/01.mss.0000227537.13175.1b

Costa, A., & Pinho, M. S. (2010). Sugestionabilidade interrogativa em crianças de 8 e 9 anos de idade [Interrogative suggestibility in 8 and 9 year old children]. Análise Psicológica, 1(28), 193-208. https://doi.org/10.14417/ap.266

Crollen, V., & Noël, M. P. (2015). The role of fingers in the development of counting and arithmetic skills. Acta Psychologica (Amst), 156, 37-44. https://doi.org/10.1016/j.actpsy.2015.01.007

Deutsch, J. A., & Deutsch, D. (1963). Attention: Some theoretical considerations. Psychological Review, 70(1), 80-90. https://doi.org/10.1037/h0039515

Dias, P., & Gonçalves, M. (1999). Avaliação da ansiedade e da depressão em crianças e adolescentes (STAIC-C2, CMAS-R, FSSC-R e CDI): Estudo normativo para a população portuguesa [Assessment of anxiety and depression in children and adolescents (STAIC-C2, CMAS-R, FSSC-R and CDI): Normative study for the Portuguese population]. In A. P. Soares, S. Araújo, & S. Caires (Eds.), Avaliação Psicológica: Formas e Contextos / VII Conferência Internacional (pp. 553-564). APPORT. https://sigarra.up.pt/flup/pt/pub_geral.pub_view?pi_pub_base_id=12274

Ding, X. P., Heyman, G. D., Sai, L., Yuan, F., Winkielman, P., Fu, G., & Lee, K. (2018). Learning to deceive has cognitive benefits. Journal of Experimental Child Psychology, 76(2018), 26-38. https://doi.org/10.1016/j.jecp.2018.07.008

Evans, A. D., & Lee, K. (2011). Verbal deception from late childhood to middle adolescence and its relation to executive functioning skills. Developmental Psychology, 47(4), 1108-11166. https://dx.doi.org/10.1037%2Fa0023425

Gashaj, V., Oberer, N., Mast, F. W., & Roebers, C. M. (2019a). Individual differences in basic numerical skills: The role of executive functions and motor skills. Journal of Experimental Child Psychology, 182(June), 187-195. https://doi.org/10.1016/j.jecp.2019.01.021

Gashaj, V., Oberer, N., Mast, F. W., & Roebers, C. M. (2019b). The relation between executive functions, fine motor skills, and basic numerical skills and their relevance for later mathematics achievement. Early Education and Development, 30(7), 913-926. https://doi.org/10.1080/10409289.2018.1539556

Hill, F., Mammarella, C., Devine, A., Caviola, S., Passolunghi, M. C., & Szücs, D. (2016). Maths anxiety in primary and secondary school students: Gender differences, developmental changes and anxiety specificity. Learning and Individual Differences, 48(May), 45-53. https://doi.org/10.1016/j.lindif.2016.02.006

Hopko, D. R., McNeil, D. W., Gleason, P. J., & Rabalais, A. E. (2002). The emotional Stroop paradigm: Performance as a function of stimulus properties and self-reported mathematics anxiety. Cognitive Therapy and Research, 26, 157-166. https://doi.org/10.1023/A:1014578218041

Hosker, D. K., Elkins, R. M., & Potter, M. P. (2019). Promoting mental health and wellness in youth through physical activity, nutrition, and sleep. Child and Adolescent Psychiatric Clinics of North America, 28(2), 171-193. https://doi.org/10.1016/j.chc.2018.11.010

Landerl, K. (2013). Development of numerical processing in children with typical and dyscalculic arithmetic skills – A longitudinal study. Frontiers in Psychology, 4, Article 459. https://doi.org/10.3389/fpsyg.2013.00459

Maggioni, M. A., & Rossignoli, D. (2020). Clever little lies: Math performance and cheating in primary schools in Congo. Journal of Economic Behavior & Organization, 172(C), 380-400. https://doi.org/10.1016/j.jebo.2019.12.021

Matias, D., Leime, J., Amorim, C., Bezerra, G., & Torro-Alves, N. (2015). Lying: Social and neurobiological aspects. Psicologia: Teoria e Pesquisa, 31(3), 397-401. https://doi.org/10.1590/0102-37722015032213397401

Michel, E., Molitor, S., & Schneider, W. (2020). Executive functions and fine motor skills in kindergarten as predictors of arithmetic skills in elementary school. Developmental Neuropsychology, 45(6), 367-379. https://doi.org/10.1080/87565641.2020.1821033

Nogues, C. P., & Duro, M. L. (2016, July 13-16). Desenvolvimento da estimativa numérica e desempenho em aritmética em crianças: Um estudo comparativo entre tarefas [Development of numerical estimation and arithmetic performance in children: A comparative study between tasks]. XII Encontro Nacional de Educação Matemática, São Paulo, Brasil. http://www.sbem.com.br/enem2016/anais/pdf/7105_3110_ID.pdf

Ommundsen, Y., Roberts, G. C., Lemyre, P. N., & Treasure, D. (2003). Perceived motivational climate in male youth soccer: Relations to social-moral functioning, sportspersonship and team norm perceptions. Psychology of Sport and Exercise, 4(4), 397-413. https://doi.org/10.1016/S1469-0292(02)00038-9

Orbach, L., Herzog, M., & Fritz, A. (2020). State- and trait-math anxiety and their relation to math performance in children: The role of core executive functions. Cognition, 200, Article 104271. https://doi.org/10.1016/j.cognition.2020.104271

Pizzie, R., McDermott, C., Salem, T., & Kraemer, D. (2020). Neural evidence for cognitive reappraisal as a strategy to alleviate the effects of math anxiety. Social Cognitive and Affective Neuroscience, 15(12), 1271-1287. https://doi.org/10.1093/scan/nsaa161

Rapin, I. (2016). Dyscalculia and the calculating brain. Pediatric Neurology, 61, 11-20. https://doi.org/10.1016/j.pediatrneurol.2016.02.007

Reeve, R., Reynolds, F., Humberstone, J., & Butterworth, B. (2012). Stability and change in markers of core numerical competencies. Journal of Experimental Psychology: General, 141(4), 649-666. https://doi.org/10.1037/a0027520

Sailors, P. R., Teetzel, S., & Weaving, C. (2017). Cheating, lying, and trying in recreational sports and leisure practices. Annals of Leisure Research, 20(5), 563-577. https://doi.org/10.1080/11745398.2017.1284009

Salminen, J., Koponen, T., & Tolvanen, A. (2018). Individuality in the early number skill components underlying basic arithmetic skills. Frontiers in Psychology, 9, Article 1056. https://doi.org/10.3389/fpsyg.2018.01056

Simões, M. R. (2002). Utilizações da WISC-III na avaliação neuropsicológica de crianças e adolescents [Uses of the WISC-III in the assessment neuropsychological of children it is adolescent]. Paidéia (ribeirão Preto), 12(23), 113-132. https://doi.org/10.1590/S0103-863X2002000200009

Steele, A., Karmiloff-Smith, A., Cornish, K., & Scerif, G. (2012). The multiple subfunctions of attention: Differential developmental gateways to literacy and numeracy. Child Development, 83(6), 2028-2041. https://doi.org/10.1111/j.1467-8624.2012.01809.x

Storbeck, J., & Clore, G. L. (2007). On the interdependence of cognition and emotion. Cognition and Emotion, 21(6), 1212-1237. https://doi.org/10.1080/02699930701438020

Syväoja, H., Kankaanpää, A., Hakonen, H., Inkinen, V., Kulmala, J., Joensuu, L., Räsänen, P., Hillman, C., & Tammelin, T. (2021). How physical activity, fitness, and motor skills contribute to math performance: Working memory as a mediating factor. Scandinavian Journal of Medicine & Science in Sports, 31(12), 2310-2321. https://doi.org/10.1111/sms.14049

Swanson, H. L., & Beebe-Frankenberger, M. (2004). The relationship between working memory and mathematical problem solving in children at risk and not at risk for serious math difficulties. Journal of Educational Psychology, 96(3), 471-491. https://doi.org/10.1037/0022-0663.96.3.471

Tamorri, S. (2004). Neurociencias y deporte: Psicología deportiva. Procesos mentales del atleta [Neurosciences and sports: Sports psychology. Athlete’s mental processes]. Paidotribo. https://dialnet.unirioja.es/servlet/libro?codigo=390056

Vallée-Tourangeau, F. (2013). Interactivity, efficiency, and individual differences in mental arithmetic. Experimental Psychology, 60(4), 302-311. https://doi.org/10.1027/1618-3169/a000200

Vukovic, R., Kieffer, M., Bailey, S., & Harari, R. (2013). Mathematics anxiety in young children: Concurrent and longitudinal associations with mathematical performance. Contemporary Educational Psychology, 38(1), 1-10. https://doi.org/10.1016/j.cedpsych.2012.09.001

Wechsler, D. (2003). Escala de inteligência de Wechsler para crianças (WISC-III) [Wechsler intelligence scale for children (WISC-III)] (M. R. Simões, M. J. Seabra-Santos, C. P. Albuquerque, M. Pereira, A. M. Rocha, C. Ferreira, Trans.). Cegoc. (Original work published 1991). https://cineicc.uc.pt/wisc-iii-wisc-iii-info/

Wong, T., & Liu, D. (2020). The association between visual attention and arithmetic competence: The mediating role of enumeration. Journal of Experimental Child Psychology, 196, Article 104864. https://doi.org/10.1016/j.jecp.2020.104864

Wu, S., Chen, L., Battista, C., Watts, A., Willcutt, E., & Menon, V. (2017). Distinct influences of affective and cognitive factors on children’s non-verbal and verbal mathematical abilities. Cognition, 166, 118-129. https://doi.org/10.1016/j.cognition.2017.05.016

 

 

 

  
 

 

Information about the authors:

Serra Lidia (Corresponding Author) https://orcid.org/0000-0003-2612-3335; Ця електронна адреса захищена від спам-ботів. Вам необхідно увімкнути JavaScript, щоб побачити її.; Doctor in Neuropsychology, Professor, Autonomous University of Lisbon; Centre of Statistics and its Applications of the University of Lisbon, Lisbon, Portugal.

Guerreiro Cristiana https://orcid.org/0009-0007-4820-6269; Master’s degree in Clinical and Health Psychology, Higher Institute of Intercultural and Transdisciplinary Studies of Almada – Piaget Institute of Almada, Almada, Portugal.

Silva Luís https://orcid.org/0000-0001-9811-0571; Doctor in Human Kinetics – Motor Behavior, Investigator, NOVA School of Science and Technology – NOVA University Lisbon, Caparica, Portugal.

 
 
 
Cite this article as:

APA


Serra, L., Guerreiro, C., & Silva, L. (2023). Prediction of arithmetic abilities of children who practice sports: The use of the gamma model. International Journal of Science Annals, 6(2), 10–18. https://doi.org/10.26697/ijsa.2023.2.1

Harvard


Serra, L., Guerreiro, C., & Silva, L. 2023. "Prediction of arithmetic abilities of children who practice sports: The use of the gamma model". International Journal of Science Annals, [online] 6(2), pp. 10–18. viewed 25 December 2023, https://culturehealth.org/ijsa_archive/ijsa.2023.2.1.pdf

Vancouver


Serra L., Guerreiro C., & Silva L. Prediction of arithmetic abilities of children who practice sports: The use of the gamma model. International Journal of Science Annals [Internet]. 2023 [cited 25 December 2023]; 6(2): 10–18. Available from: https://culturehealth.org/ijsa_archive/ijsa.2023.2.1.pdf https://doi.org/10.26697/ijsa.2023.2.1

  © 2018 – 2024 International Journal of Science Annals
DOI: https://doi.org/10.26697/ijsa