The impact of coordination skill development on Year 4 pupils’ mathematics performance and engagement

Abstract

Classroom lessons supported by physical activity improve primary school children's cognitive levels, attention and engagement. Research demonstrates that incorporating the development of coordination skills and associated tasks into mathematics lessons leads to positive changes in students' behaviour and their willingness to engage with tasks. The use of innovative tools and methods to support movement-based development in the classroom remains an under researched area. Therefore, the aim of this study is to evaluate the effectiveness of an innovative sports tool and its associated motor coordination-based methods in the teaching of mathematics to Year 4 primary school students. Pupils from a primary school in a county town participated in the study. The sample was divided into experimental group (n = 28) and the control group (n = 27). The innovative coordination tool and its specific teaching methods was employed to support the teaching and learning process in mathematics over a 10-week programme. The effectiveness of this non-traditional educational tool was assessed through algebra and geometry worksheets completed before and after the intervention. Additionally, interviews were conducted with teachers and school leaders to gain insight into understand the broader impact of the intervention on the school. According to repeated ANOVA analysis, a small effect was detected for the variables of time and group. Additionally, a large effect was observed between the pre- and post-measurement within the groups, alongside a small effect between the groups. Significant improvements in both algebra and geometry variables were found in the experimental group from pre- to post-measurement, whereas no significant differences were observed in the control group. In-depth interviews corroborated the effectiveness of the innovative sports system across cognitive, affective and social domains, from both managerial and teaching perspectives. Based on the findings of this study, it can be concluded that 10–15 min of the coordination development programme inserted into lower primary school classroom activities over a 10-week period resulted in significant improvements in academic achievement and engagement in mathematics.