Changes in psychomotor coordination in eighth grade students from 2004 to 2020
Keywords:
psychomotor coordination, motor tests, movement speed, movement accuracy, movement smoothness, reaction time, motor asymmetry, screen time
Abstract
Background: The digitalization of the human environment, including the educational one, makes relevant the study of its influence on functional parameters in terms of somatic health and psychophysiological and psychological aspects. Aims: the paper presents a comparative analysis of psychomotor coordination in adolescents aged 14–15 (8th grade). The data was obtained in 2004 and 2020, the years that differed in the level of digitalization of the educational environment. Materials and methods. Psychomotor coordination was evaluated during motor tasks on the digital movement measuring device. A total of 67 adolescents were examined in 2004 and 31 in 2020, all measurements were taken in late February – early March. The data obtained included speed, accuracy, smoothness of movements, reactivity to different stimuli, and motor asymmetry. Results. Throughout the study period, increased speed was found both in girls and boys, accompanied by a significant loss of accuracy and smoothness of movements (2–2.5-fold change in these indicators in absolute terms). At the same time, increased reactivity to sound but not light stimuli was observed. According to the asymmetry data, decreased lateralization and the approximation of all indicators to ambidexterity were found. Conclusion. Instrumental methods for the assessment of psychomotor coordination revealed significant changes in the ability of 14–15-year-old adolescents to perform unfamiliar motor tasks. These changes were attributed to the digitalization of the environment and the formation of a new pattern of movements, including faster interaction with a computer.
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References
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2. Ushakov I.B., Popov V.I., Skoblina N.A., Markelova S.V. Duration of the Use of Mobile Electronic Devices as a Risk Factor for Health of Children, Adolescents and Youth. Ekologiya cheloveka = Human Ecology. 2021;7:43–50. (in Russ.). DOI: http://doi.org/1033396/1728-0869-2021-7-43-50
3. Kamenskaya V.G., Tomanov L.V. The dynamics of intellectual functions in Russian preschoolers during the emergence of Internet technologies. Psikhologiya. Psikhofiziologiya = Psychology. Psychophysiology. 2019;12(3):56–63. (in Russ.). DOI: http://doi.org/10.14529/jpps190305
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7. Wassenaar T.M., Williamson W., Johansen-Berg H. et al. A critical evaluation of systematic reviews assessing the effect of chronic physical activity on academic achievement, cognition and the brain in children and adolescents: a systematic review. International Journal of Behavioral Nutrition and Physical Activity. 2020;17(1):79. DOI: http://doi.org/10.1186/s12966-020-00959-y
8. Donnelly J.E., Hillman C.H., Castelli D. et al. Physical Activity, Fitness, Cognitive Function, and Academic Achievement in Children: A Systematic Review. Medicine & Science in Sports & Exercise. 2016;48(6):1197–1222. DOI: http://doi.org/10.1249/MSS.0000000000000901
9. Muntaner-Mas A., Mazzoli E., Abbott G. et al. Do Physical Fitness and Executive Function Mediate the Relationship between Physical Activity and Academic Achievement? An Examination Using Structural Equation Modelling. Children (Basel). 2022;9(6):823. DOI: http://doi.org/10.3390/children9060823
10. Diamond A. Executive functions. Annual Review of Psychology. 2013;64:135–168. DOI: http://doi.org/10.1146/annurev-psych-113011-143750
11. Li S., Guo J., Zheng K. et al. Is Sedentary Behavior Associated With Executive Function in Children and Adolescents? A Systematic Review. Frontiers in Public Health. 2022;10:832845. DOI: http://doi.org/10.3389/fpubh.2022.832845
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13. Geertsen S.S., Thomas R., Larsen M.N. et al. Motor Skills and Exercise Capacity Are Associated with Objective Measures of Cognitive Functions and Academic Performance in Preadolescent Children. PLoS One. 2016;11(8):e0161960. DOI: http://doi.org/10.1371/journal.pone.0161960
14. Macdonald K., Milne N., Orr R. et al. Relationships Between Motor Proficiency and Academic Performance in Mathematics and Reading in School-Aged Children and Adolescents: A Systematic Review. International Journal of Environmental Research and Public Health. 2018;15(8):1603. DOI: http://doi.org/10.3390/ijerph15081603
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16. Chiou S.C., Chang E.C. Bimanual Coordination Learning with Different Augmented Feedback Modalities and Information Types. PLoS One. 2016;11(2):e0149221. DOI: http://doi.org/10.1371/ journal.pone.0149221
17. Pankova N.B., Alchinova I.B., Kovaleva O.I., Lebedeva M.A., Khlebnikova N.N., Cherepov A.B., Noskin L.A., Karganov M.Yu. Accuracy and speed of hand control in primary schoolchildren with different screen time. Science for Education Today. 2021;11(3):142–160. (in Russ.). DOI: http://doi.org/10.15293/2658-6762
18. Pankova N.B., Lebedeva M.A., Noskin L.A., Khlebnikova N.N., Karganov M.Yu. The Effect of Different Volumes of Computer Load on the Latent Periods of a Simple Sensorimotor Reaction in Primary Schoolchildren. Psikhologiya. Psikhofiziologiya = Psychology. Psychophysiology. 2020;13(2):112–122. (in Russ.). DOI: http://doi.org/10.14529/jpps200210
19. McManus C. Half a century of handedness research: Myths, truths; fictions, facts; backwards, but mostly forwards. Brain and Neuroscience Advances. 2019;3:e2398212818820513. DOI: http://doi.org/10.1177/2398212818820513
20. Malatesta G., Marzoli D., Prete G. et al. Human Lateralization, Maternal Effects and Neurodevelopmental Disorders. Frontiers in Behavioral Neuroscience. 2021;15:e668520. DOI: http://doi.org/10.3389/fnbeh.2021.668520
21. O-Connor D.B., Thayer J.F., Vedhara K. Stress and Health: A Review of Psychobiological Processes. Annual Review of Psychology. 2021;72:663–688. DOI: http://doi.org/10.1146/annurev-psych-062520-122331
22. Rinaldi L., Di Luca S., Toneatto C. et al. The effects of hemispheric dominance, literacy acquisition, and handedness on the development of visuospatial attention: A study in preschoolers and second graders. Journal of Experimental Child Psychology. 2020;195:e104830. DOI: http://doi.org/10.1016/j.jecp.2020.104830
23. Tzourio-Mazoyer N., Zago L., Cochet H. et al. Development of handedness, anatomical and functional brain lateralization. Handbook of Clinical Neurology. 2020;173:99–105. DOI: http://doi.org/10.1016/B978-0-444-64150-2.00011-3
24. Pankova N.B., Alchinova I.B., Khlebnikova N.N., Noskin L.A., Karganov M.Yu. Effects of Screen Time on Motor Asymmetry in Primary Schoolchildren. Psikhologiya. Psikhofiziologiya = Psychology. Psychophysiology. 2021;14(4):144–155. (in Russ.). DOI: http://doi.org/10.14529/jpps210413
25. Toy S., Huh D.D., Materi J. et al. Use of neuroimaging to measure neurocognitive engagement in health professions education: a scoping review. Medical Education Online. 2022;27(1):2016357. DOI: http://doi.org/10.1080/10872981.2021.2016357
26. Rabadanova A.I., Cherkesova D.U., Ashurbekova M.I. Functional asymmetry features in the formation of Internet-addiction. Uspekhi sovremennoy nauki i obrazovaniya = Successes of Modern Science and Education. 2017;2(3):96–100.
27. Irie K., Matsumoto A., Zhao S. et al. Neural Basis and Motor Imagery Intervention Methodology Based on Neuroimaging Studies in Children With Developmental Coordination Disorders: A Review. Frontiers in Human Neuroscience. 2021;15:620599. DOI: http://doi.org/10.3389/fnhum.2021.620599
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Published
2022-12-29
How to Cite
Pankova, N., & Karganov, M. (2022). Changes in psychomotor coordination in eighth grade students from 2004 to 2020. Psychology. Psychophysiology, 15(4), 114-125. https://doi.org/10.14529/jpps220411
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Section
Psychophysiology
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