Volume 3, Issue 2 (5-2021)
IJMCL 2021, 3(2): 3-13 |
Back to browse issues page
Ehsan Zarian 
, Behzad Mohamadi Orangi , Rasoul Yaali * , Mohamad Taghi Aghdasi , John Foley , Behrooz Ghorban Zadeh
, Behzad Mohamadi Orangi , Rasoul Yaali * , Mohamad Taghi Aghdasi , John Foley , Behrooz Ghorban Zadeh
Faculty of Physical Education and Sport Sciences, Kharazmi University of Tehran, Iran , r.yaali@khu.ac.ir
Abstract: (2322 Views)
Objective: This study investigated the effect of aerobic rhythmic exercises with and without music on emotional intelligence (EI) and motor proficiency (MP).
Method: Participants were 45 boys (Mage = 11.8 ±1.34) who volunteered for the study while attending summer programs. EI was accessed with the Schutte Self-Report Emotional Intelligence Scale, and MP was evaluated by the Bruininks-Oseretsky Test for Motor Proficiency– 2. Participants were randomly divided into three groups: control (G1), aerobic exercise with (G2), and without music (G3). Experimental groups trained completed an eight-week program, three sessions per week, while the control group performed their normal activity. Analysis of covariance was used to compare post-testing outcomes among the groups.
Results: Changes in EI in G2 group were significantly higher compared to the G1 group (P=0.01), but there were no significant differences between G1 and G3 (P=0.19) and between G2 and G3 (P=0.21). In MP G2 was better than G1 (P=0.00), and G3 (P=0.02), and also G3 was better than G1 (P=0.00).
Conclusion: The results of this study show that combining aerobics with music can be effective in improving both EI and MP, which can be used to strengthen motor skills and intelligence in schools and clubs.
Method: Participants were 45 boys (Mage = 11.8 ±1.34) who volunteered for the study while attending summer programs. EI was accessed with the Schutte Self-Report Emotional Intelligence Scale, and MP was evaluated by the Bruininks-Oseretsky Test for Motor Proficiency– 2. Participants were randomly divided into three groups: control (G1), aerobic exercise with (G2), and without music (G3). Experimental groups trained completed an eight-week program, three sessions per week, while the control group performed their normal activity. Analysis of covariance was used to compare post-testing outcomes among the groups.
Results: Changes in EI in G2 group were significantly higher compared to the G1 group (P=0.01), but there were no significant differences between G1 and G3 (P=0.19) and between G2 and G3 (P=0.21). In MP G2 was better than G1 (P=0.00), and G3 (P=0.02), and also G3 was better than G1 (P=0.00).
Conclusion: The results of this study show that combining aerobics with music can be effective in improving both EI and MP, which can be used to strengthen motor skills and intelligence in schools and clubs.
Type of Study: Original Article |
Subject:
1-1. Motor Development
Received: 2021/02/9 | Accepted: 2021/04/29
Received: 2021/02/9 | Accepted: 2021/04/29
References
1. Bamford, A. (2006). The wow factor: Global research compendium on the impact of the arts in education. Berlin, Germany: Waxmann Verlag.
2. Bozionelos, N., & Singh, and S. K. (2016). The relationship of emotional intelligence with task and contextual performance: More than it meets the linear eye . Personality and Individual Differences, 116, 206-211. [DOI:10.1016/j.paid.2017.04.059]
3. Bruininks, R. H. (2005). Bruininks-Oseretsky Test of Motor Proficiency, (BOT-2). Minneapolis, MN: Pearson Assessment. [DOI:10.1037/t14991-000]
4. Buzdar, M., Ali, A., & Tariq, R. (2016). Emotional intelligence as a determinant of readiness for online learning. The International Review of Research in Open and Distributed Learning, 17(1). [DOI:10.19173/irrodl.v17i1.2149]
5. Choi, A. N., Lee, M. S., & Lee, J. S. (2010). Group music intervention reduces aggression and improves self-esteem in children with highly aggressive behavior: A pilot controlled trial. Evidence-Based Complementary and Alternative Medicine, 7(2), 213-217. [DOI:10.1093/ecam/nem182]
6. Clarke, E. F. (2003). Music and psychology. The Cultural Study of Music: A Critical Introduction, 113-123.
7. Conklin, H. M., Ness, K. K., Ashford, J. M., Scoggins, M. A., Ogg, R. J., Han, Y., … Merchant, T. E. (2019). Cognitive Performance, Aerobic Fitness, Motor Proficiency, and Brain Function Among Children Newly Diagnosed With Craniopharyngioma. Journal of the International Neuropsychological Society, 25(4), 413-425. [DOI:10.1017/S1355617718001170]
8. Copeland, B. L., & Franks, B. D. (1991). Effects of types and intensities of background music on treadmill endurance. The Journal of Sports Medicine and Physical Fitness, 31(1), 100-103.
9. Dave, E., & MathildeSt, D. (2010). The effect of acute physical exercise on cognitive function during development. Psychology of Sport and Exercise, 11(2), 122-126. [DOI:10.1016/j.psychsport.2009.09.006]
10. Davis, J. W., & Bobick, A. F. (1998). Virtual PAT: a virtual personal aerobics trainer. In Workshop on Perceptual User Interfaces (pp. 13-18). Citeseer.
11. de Waal, E. (2019). Fundamental Movement Skills and Academic Performance of 5-to 6-Year-Old Preschoolers. Early Childhood Education Journal, 47(4), 455-464. [DOI:10.1007/s10643-019-00936-6]
12. Dorney, L., Goh, E. K. M., & Lee, C. (1992). The impact of music and imagery on physical performance and arousal: Studies of coordination and endurance. Journal of Sport Behavior, 15(1), 21.
13. Ebrahimi, M. R., Khoshsima, H., & Zare-Behtash, E. (2018). The Impacts of Emotional Intelligence Enhancement on Iranian Intermediate EFL learners Writing Skill . International Journal of Instruction, 11(1), 437-452. [DOI:10.12973/iji.2018.11130a]
14. Ellemberg, D., & St-Louis-Deschênes, M. (2010). The effect of acute physical exercise on cognitive function during development. Psychology of Sport and Exercise, 11(2), 122-126. [DOI:10.1016/j.psychsport.2009.09.006]
15. Etnier, & Al, A. (1997). The Influence of Physical Fitness and Exercise upon Cognitive Functioning: A Meta-Analysis. Human Kinetics Journals, 19(3), 249-277. [DOI:10.1123/jsep.19.3.249]
16. Gallahue, D. L., Ozmun, J. C., & Goodway, J. (2006). Understanding motor development: Infants, children, adolescents, adults. Boston.
17. Garnham, A., Finch, C., & Salmon, J. (2001). An Overview of the Epidemiology of Aerobics Injuries. International SportMed Journal, 2(2).
18. Ghorbanzadeh, B., Mohammadi Orangi, B., & Aghdasi, M. (2020). The Mediator Role of Emotional Intelligence on the Relationship between Gross and Fine Motor Skill with Academic Achievement in Children. Sport Psychology Studies, 8(30), 239-256.
19. Harter, S., & Younie, S. (1987). The determinants and mediational role of global self-worth in children.
20. Haywood, K., & Getchell, N. (2014). Life Span Motor Development. Human Kinetics, 6, 89-189.
21. Hernandez-Ruiz, E. (2005). Effect of music therapy on the anxiety levels and sleep patterns of abused women in shelters. Journal of Music Therapy, 42(2), 104-158. [DOI:10.1093/jmt/42.2.140]
22. Kim, H. S., & Kim, H. S. (2018). Effect of a musical instrument performance program on emotional intelligence, anxiety, and aggression in Korean elementary school children. Psychology of Music, 46(3), 440-453. [DOI:10.1177/0305735617729028]
23. Kim, S., Kverno, K., Lee, E. M., Park, J. H., Lee, H. H., & Kim, H. L. (2006). Development of a music group psychotherapy intervention for the primary prevention of adjustment difficulties in Korean adolescent girls. Journal of Child and Adolescent Psychiatric Nursing, 19, 103-111. [DOI:10.1111/j.1744-6171.2006.00058.x]
24. Konter, E. (2010). Nonverbal intelligence of soccer players according to their level of play . Procedia-Social and Behavioral Sciences, 2(2), 1114-1120. [DOI:10.1016/j.sbspro.2010.03.157]
25. Lee, S. H. (2010). The effects of group music therapy for emotional intelligence and sociability of the lower grades in lower-income group (Unpublished master's thesis). Hansei University, Chungnam, South Korea.
26. Lim, H. B. T., Atkinson, G., Karageorghis, C. I., & Eubank, M. M. (2009). Effects of differentiated music on cycling time trial. International Journal of Sports Medicine, 30(06), 435-442. [DOI:10.1055/s-0028-1112140]
27. Lindblad, F., Hogmark, A., & Theorell, T. (2007). Music intervention for 5th and 6th graders - effects on development and cortisol secretion. Stress and Health, 23(1), 9-14. [DOI:10.1002/smi.1109]
28. McFerran, K. S., & Crooke, A. H. D. (2014). Enabling tailored music programs in elementary schools: An Australian exemplar. Journal of Education and Training Studies, 2(4), 138-147. [DOI:10.11114/jets.v2i4.536]
29. McMorris, T., & Graydon, J. (2000). The effect of incremental exercise on cognitive performance. International Journal of Sport Psychology.
30. MOHAMMADI, O. B., GHADIRI, F., & Mohammadnejad, M. (2019). The Effect of Aerobic Rhythmic Exercise on Anxiety, Motor Skill and Academic Achievement in Boys of Elementary School Children of Tabriz with Development Coordination Disorders.
31. Mohammadi Oranghi, B., Aghdasi, M., & Yaali, R. (2019). Effect of Aerobic Rhythmic Exercises with Music on Emotional Intelligence and Motor Proficiency in Children with Developmental Coordination Disorder. Motor Behavior, 11(36), 17-34.
32. Naik, D., & Kiran, A. D. (2018). Emotional intelligence and achievement motivation among college students. Indian Journal of Health and Wellbeing, 9(1), 86-88.
33. Oranghi, B. M., Email, F. G., Aghdasi, M., & Yaali, R. (2020). The Effect of Local Indigenous Games on Motor proficiency in Elementary School Boys in Tehran with High and Low Emotional Intelligence. Motor Behavior, Under ores.
34. Ozmun, J. C., & Gallahue, D. L. (2016). Motor development. Adapted Physical Education and Sport E, 6, 375.
35. Paavola, L. E. (2017). The importance of emotional intelligence in early childhood.
36. Saarikallio, S., & Erkkila, J. (2007). The role of music in adolescents' mood regulation. Psychology of Music, 35, 88-109. [DOI:10.1177/0305735607068889]
37. Salmon, Finch, & Garnham. (2000). In step with aerobic dance injury prevention: A review of the literature. Deakin University, School of Health Sciences, 1002-1012.
38. Schutte, N. S., Malouff, J. M., Hall, L. E., Haggerty, D. J., Cooper, J. T., Golden, C. J., & Dornheim, L. (1998). Development and validation of a measure of emotional intelligence. Personality and individual differences , 25(2), 167-177. [DOI:10.1016/S0191-8869(98)00001-4]
39. Serrat, O. (2017). Understanding and developing emotional intelligence. In Knowledge Solutions (Springer, pp. 329-339). Singapore. [DOI:10.1007/978-981-10-0983-9_37]
40. Shah, C. J., Sanisara, M., Mehta, H. B., & Vaghela, H. M. (2014). The relationship between emotional intelligence and academic achievement in medical undergraduates. Int J Res Med Sci, 2(1), 59-61. [DOI:10.5455/2320-6012.ijrms20140211]
41. Shin, Y. H. (2006). The effect of music therapy on low-income children's emotional intelligence (Unpublished master's thesis). Wonkwang University, Jeonbuk, South Korea.
42. Stodden, D. F., Goodway, J. D., Langendorfer, S. J., Roberton, M. A., Rudisill, M. E., Garcia, C., & Garcia, L. E. (2008). A developmental perspective on the role of motor skill competence in physical activity: An emergent relationship. Quest, 60(2), 290-306. [DOI:10.1080/00336297.2008.10483582]
43. Talwar, N., Crawford, M. J., Maratos, A., Nur, U., McDermott, O., & Procter, S. (2006). Music therapy for in-patients with schizophrenia: exploratory randomised controlled trial. The British Journal of Psychiatry, 189(5), 405-409. [DOI:10.1192/bjp.bp.105.015073]
44. Torre III, P., & Howell, J. C. (2008). Noise levels during aerobics and the potential effects on distortion product otoacoustic emissions. Journal of Communication Disorders, 41(6), 501-511. [DOI:10.1016/j.jcomdis.2008.02.002]
45. Van Capelle, A., Broderick, C. R., van Doorn, N., Ward, R. E., & Parmenter, B. J. (2017). Interventions to improve fundamental motor skills in pre-school aged children: A systematic review and meta-analysis. Journal of Science and Medicine in Sport, 20(7), 658-666. [DOI:10.1016/j.jsams.2016.11.008]
46. van der Niet, A. G., Hartman, E., Smith, J., & Visscher, C. (2014). Modeling relationships between physical fitness, executive functioning, and academic achievement in primary school children . Psychology of Sport and Exercise, 15(4), 319-325. [DOI:10.1016/j.psychsport.2014.02.010]
47. Vaughan, T., Harris, J., & Caldwell, B. J. (2011). Bridging the gap in school achievement through the Arts: Summary report, 36. Melbourne, Australia: Song Room.
48. Wick, K., Leeger-Aschmann, C. S., Monn, N. D., Radtke, T., Ott, L. V., Rebholz, C. E., & Munsch, S. (2017). Interventions to promote fundamental movement skills in childcare and kindergarten: a systematic review and meta-analysis. Sports Medicine, 47(10), 2045-2068. [DOI:10.1007/s40279-017-0723-1]
49. Wuang, Y.-P., & Su, C.-Y. (2009). Reliability and responsiveness of the Bruininks-Oseretsky Test of Motor Proficiency-in children with intellectual disability. Research in Developmental Disabilities, 30(5), 847-855. [DOI:10.1016/j.ridd.2008.12.002]
50. Yoon, D. Y., Scott, K., Hill, M. N., Levitt, N. S., & Lambert, E. V. (2006). Review of three tests of motor proficiency in children. Perceptual and Motor Skills, 102(2), 543-551. [DOI:10.2466/pms.102.2.543-551]
51. Zeidner, M., Shani-Zinovich, I., Matthews, G., & Roberts, R. D. (2005). Assessing emotional intelligence in gifted and non-gifted high school students: Outcomes depend on the measure. Intelligence, 33(4), 369-391. [DOI:10.1016/j.intell.2005.03.001]
52. Zhang, P. (2014). Training Students Ability of Producing Aerobics. Information Technology Journal, 13(5), 954-959. [DOI:10.3923/itj.2014.954.959]
| Rights and Permissions | |
 |
This work is licensed under Attribution 4.0 International (CC BY 4.0). |