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Körperliches und kognitives Training exekutiver Funktionen in Kindergarten und Schule

Physical and cognitive training of executive functions in kindergarten and schools settings

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Zusammenfassung

Exekutive Funktionen, die durch körperliches und kognitives Training gefördert werden können, sind für die Lernleistung und die sozial-emotionale Entwicklung von Kindern und Jugendlichen von zentraler Bedeutung. Aus diesem Grund sollte zukünftig das Training exekutiver Funktionen im Kindergarten und im Schulkontext und dabei insbesondere sowohl in der Lehreraus- und Weiterbildung als auch im Unterricht fest verankert werden. Gleichzeitig sollten kognitions- und neurowissenschaftliche Studien zum Einfluss des Sports auf die Lernleistung von Heranwachsenden verstärkt unter realen Lernbedingungen und somit in Forschungsschulen stattfinden.

Abstract

Executive functions, which can be encouraged by physical and cognitive training, are pivotally important for the social and emotional development of children and adolescents. For this reason future training of executive functions in kindergarten and school settings should be firmly anchored in both teacher education and continuing education courses as well as in school lessons. At the same time cognitive and neuroscientific studies analyzing the influence of sports on the learning performance of children and adolescents should be conducted under realistic learning conditions and hence in research schools.

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Notes

  1. Organisation für wirtschaftliche Zusammenarbeit und Entwicklung

  2. Center for Educational Research and Innovation

  3. Ross School, East Hampton, NY; Carroll School, Lincoln, MA; Landmark School, Beverly, MA

  4. Trio World School, Sahakar Nagar, Bangalore

  5. Living School, Paris

  6. Bei der Kopfrechenaufgabe 97+13–5+9 beispielsweise ist das Arbeitsgedächtnis stark gefordert, da man sich, während die Zahl 13 zu 97 addiert wird, mit Hilfe des Arbeitsgedächtnisses merken muss, dass anschließend von der errechneten Summe zunächst die Zahl 5 subtrahiert und in einem weiteren Rechenschritt die Zahl 9 addiert werden muss.

  7. Wie beispielsweise beim Verstehen von Sätzen, in die längere Nebensätze integriert werden oder beim Sprechen einer Fremdsprache, bei der man während des Sprechens im Geiste nach Vokabeln sucht, ohne dabei zu vergessen, was man inhaltlich sagen möchte.

  8. „Teacher burnout from dealing with out-of-control children is skyrocketing“, auf diese Weise beschreiben Adele Diamond et al. den Zusammenhang des Burnout-Syndroms von Lehrern bei unzureichend ausgebildetem selbstregulatorischem Verhalten von Kindern (s. “Supplemental Online Material“ in Diamond et al., 2007).

  9. Im Zeitraum von 1995 bis 1999 stieg in den USA die Verschreibung von Medikamenten für die Behandlung von ADHS bei Kindern mit schlechter Inhibition des Verhaltens und der Aufmerksamkeit um 400% (s. “Supplemental Online Material“ in Diamond et al., 2007).

  10. CNV „contingent negative variation“

  11. Die N2 bzw. N200 erreicht ihren [im negativen (N) Bereich gelegenen] Höhepunkt zwischen 150 und 300 msec nach Präsentation eines Stimulus.

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  1. Transferzentrum für Neurowissenschaften und Lernen, Universität Ulm, Beim Alten Fritz 2, 89075, Ulm, Deutschland

    Sabine Kubesch & Laura Walk

  2. Harvard Graduate School of Education 2008/09, Cambridge, USA

    Sabine Kubesch

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  1. Sabine Kubesch
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  2. Laura Walk
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Correspondence to Sabine Kubesch.

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Kubesch, S., Walk, L. Körperliches und kognitives Training exekutiver Funktionen in Kindergarten und Schule. Sportwiss 39, 309–317 (2009). https://doi.org/10.1007/s12662-009-0079-2

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