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Enhancing Children's Cognition With Physical Activity Games Print CE Course

Enhancing Children's Cognition With Physical Activity Games Print CE Course



$99.00 USD

Available As

    Print Course

    Course components are delivered as printed products:
    • Enhancing Children’s Cognition With Physical Activity Games textbook
    • Study guide
    • Continuing education exam
    Children learn much about themselves and the world they live in through experience. Physical activity games provide opportunities to learn how to solve problems and acquire physical and mental skills that can be used throughout life. This course will start you on the path to preparing your students to succeed physically, mentally, and emotionally.

    The Enhancing Children’s Cognition With Physical Activity Games continuing education course helps you to apply concepts drawn from recent research in child development, cognitive science, physical education, and teacher training to create movement-based learning experiences that benefit children ages 3 through 11 in both body and mind. This course presents instructional methods from preparation and design to implementation and evaluation so you learn how to create and teach age-appropriate physical activity games that greatly enhance children’s cognitive development, learning, socialization, and academic performance. This course is an academic resource and instructional model to help you develop physical activity games in real-world settings that foster mental engagement and thoughtful decision making among younger children. Sample games with detailed instructions are included so you can implement them immediately with your kids.

    Learning Objectives
    At the completion of this course, you will be able to do the following:
    • Understand the scientific evidence on how the brain develops through early movement experiences and how the environment of children can be enriched to promote brain development through specific movement games.
    • Recognize how physical activity performed in natural contexts, such as play and games, has the potential to shape cognitive development.
    • Outline a child’s stages of learning and understand what influences the shape of the child’s learning curve.
    • Create the proper motivational climate for learning and enjoyment throughout the three learning stages.
    • Describe the three core executive functions of cognition and how each specific component can be challenged at various developmental ages by applying specific teaching principles.
    • Understand teachers’ influence through the use of instructions, modeling, feedback, and practice schedules on how fast, and to what level, a skill is acquired by a child.
    • Select the best teaching approach and instructional method to provide the flexibility and options needed when working with children of various ages and abilities.
    • Define the fundamentals of and importance of a good assessment in providing confirmation of game improvement as well as evidence of the effectiveness of physical activity games in making children competent movers.
    • Construct game environments that give children opportunities to explore and understand their worlds and enhance their movement-based learning.
    • Select and implement age-appropriate games that promote the development of both fundamental movement skills and executive functions that ensure adaptability and self-regulation in social and educational settings.
    Skills Active / REPs pre requisites can be found here:


    A continuing education course for daycare teachers, in-school teachers, before- and after-school teachers, community program directors, personal trainers, fitness instructors, allied health professionals, and parents working with children ages 3 to 11.

    Table of Contents


    Part I: Physical Activity and Mental Development
    Chapter 1: Understanding Children’s Mental Development
    Chapter 2: How Movement Influences Children’s Mental Development
    Chapter 3: How Movement Games Help Children Think and Learn
    Chapter 4: Motivating Children to Learn by Playing

    Part II: Translating Research to Practice
    Chapter 5: Capitalizing on Physical Activity to Benefit Children’s Physical and Mental Health
    Chapter 6: Engaging Children in Playful Learning
    Chapter 7: Teaching Physical Activity Games for Cognitive Engagement
    Chapter 8: How to Assess Children at Play
    Chapter 9: Integrating Physical Activity Games Into the Home and Community

    Part III: Creating Effective Physical Activity Games
    Chapter 10: Physical Activity Games for Preschool- and Kindergarten -Age Children
    Chapter 11: Physical Activity Games for Elementary School–Age Children

    About the Author

    About the Author

    Phillip D. Tomporowski, PhD, is a professor of kinesiology at the University of Georgia. An experimental psychologist, Tomporowski has been involved in the study of learning and the effects of exercise on mental functions for four decades. He has authored, coauthored, or edited five books and contributed chapters to a dozen of other books. He is widely published in journals on cognitive function and exercise issues in children and has received numerous grants to conduct studies in these and related areas. Tomporowski is a sought-after speaker at symposia and conventions. He is a fellow of the American College of Sports Medicine and a member of the American Psychological Society. He enjoys participating and instructing in the martial arts and taking part in triathlons and obstacle races.

    Bryan A. McCullick, PhD, is a professor of kinesiology at the University of Georgia. He is a former physical education teacher and has been a physical education teacher educator since 1997. He has given numerous keynote addresses at conferences related to physical education, physical activity, and teacher training. McCullick has coauthored two books, contributed numerous chapters in books, and written more than 40 journal articles. He has also received numerous grants to conduct research and received awards and recognitions, including winning the Mabel Lee Award from AAHPERD. McCullick is a fellow in the SHAPE America Research Consortium, has been associate editor for Research Quarterly for Exercise and Sport (RQES) and is on the RQES editorial board, was vice president of the Association Internationale des Ecoles Superieures d’Education Physique (AIESEP), and has served on many other editorial boards. Among his joys are being a father and husband, playing golf (poorly), and following the Alabama Crimson Tide and the Miami Dolphins.

    Caterina Pesce, PhD, is a professor in the department of movement, human and health science at the Italian University Sport and Movement in Rome. She is a former physical education teacher with higher education in both sport science and experimental psychology. Since 2003 she has taught in higher education on physical activity for children. Her research focus has been the effects of physical exercise on cognitive functioning. She coauthored a book on exercise and cognitive function and has authored or coauthored more than three dozen research publications in sport and exercise psychology and physical education. Pesce is a member of the Italian Society of Movement and Sport Sciences, associate editor for Journal of Aging and Physical Activity and a board member of the Journal of Sport and Exercise Psychology. She has been a board member of the Italian national program of motor literacy for elementary schools. She enjoys jogging and singing and, above all, being a mother.