Is e-sport a fully-fledged sport? Moral, educational and social dilemmas of e-sport.

In this article we focus on moral issues related to sport and e-sport. We attempt to identify the role that contemporary sport and e-sport play in the education of young people. To this end, we analyse the axiological foundations of both types of sport. In our opinion, there is a difference in the impact of e-sport and sport (especially Olympic sport) as carriers of values. Sport, properly conducted in the educational process, can positively influence the moral and biological/physical development of human beings, mobilizing them to physical activity appropriate to the discipline. This important element is basically missing in e-sports. Moreover, in the process of sports training, the athlete is supported by a coach who can explain both positive and negative phenomena occurring during this process. In e-sports, the role of the coach is limited to creating game tactics and maximizing the outcome of the competition, and the question of who teaches young players in both types of sports what is morally right and wrong remains open.

Effectiveness of Brainball program on physical fitness of primary school pupils in Vietnam. A longitudinal study.

Objective: The present study aimed to evaluate the effectiveness of the Brainballs on the physical fitness of 2nd-grade students at a primary school in Vietnam during and eight months after the experiment. Methods: The study included 55 pupils (23 boys and 32 girls) aged seven years. The study design was a pedagogical experiment with a parallel-group technique, including experimental and control groups. The examination was carried out in 2019/2020 in three terms pre- (September 2019), post- (January 2020), and follow-up (September 2020). Physical fitness was tested with the use of the International Physical Fitness Test. The Brainball program, conducted twice a week for 35 minutes, combined physical education (PE) with subject-related content, utilizing 100 balls with painted letters, numbers, and signs. Results: Results show that the fitness level was not increased significantly after 20 weeks of the intervention program, neither in experimental nor control groups. However, it significantly improved eight months later at the follow-up examination. The analysis of covariance indicated that pupils from the experimental group improved significantly on most physical fitness as compared to the control group, specifically on the following tests: 50-meter running (p = 0.0044), toe touch (p = 0.0137), standing long jump (p = 0.0076), 4 × 10 m sprint (p = 0.0333), hand strength (p = 0.0233). Conclusions: These results have shown long-term positive effects of the use of "Brainball" educational balls in physical education classes on the physical fitness development of students, especially in the qualities of speed, strength, and flexibility.

No Motor Costs of Physical Education with Eduball.

Numerous neuroscience studies demonstrate that when motor and cognitive tasks are performed simultaneously, there is dual-task interference. Experiments show that the cost is a temporal deterioration in motor functioning. However, there is no comprehensive research on the developmental costs of dual-task exercises incorporated into physical education (PE). Such an approach is called the interdisciplinary model of PE and is used to stimulate cognitive development. Therefore, there is a knowledge gap regarding the motor costs of methods based on this model, e.g., Eduball. The Eduball method integrates core academic subjects with PE using a set of educational balls printed with letters, numbers, and other signs. To fill this knowledge gap, we replicated the Eduball experiment, focusing on motor development. The half-year intervention occurred in one primary school class. The control group was a peer class participating in traditional PE, not based on dual tasks. We tested students' space-time orientation and graphomotor, locomotor, and object control skills. We found no motor costs of the intervention. Eduball-based PE stimulated motor development as much as traditional PE. Our study suggests that methods based on the interdisciplinary model of PE are safe for motor development. As such, it is worth considering their use in children's education.

Physical Education with Eduball Stimulates Non-Native Language Learning in Primary School Students.

Although the neuronal mechanisms of action and cognition are related, the division of intellectual and physical lessons is standard in schools. This is surprising, because numerous studies show that integrating physical education (PE) with teaching content stimulates critical skills. For example, several experiments indicate that Eduball-based PE (i.e., lessons in a sports hall during which students play team mini-games with educational balls with printed letters, numbers, and other signs) develops mathematical and language competencies. At the same time, the Eduball method does not slow down learners' physical development. However, we have little knowledge about the effects of such techniques on non-native language learning. Consequently, the absence of incorporating core academic subjects into PE in dual-language schools or during foreign language education is exceptionally high. Here, we replicated the Eduball experiment, but with the goal of testing this method for non-native language learning. Thus, the intervention occurred in a dual-language primary school and we evaluated second language (L2) learning. As before, we used the technique of parallel groups (experimental and control); in both groups, there were three 45-min PE classes per week. In the experimental class, two of them were held using Eduball. After a half-year experiment, children from the experimental group (one second-grade, N = 14) improved their non-native language skills significantly more than their peers from the control group (one second-grade, N = 12). These findings demonstrate that Eduball-type intervention stimulates non-native language learning in children. Hence, our report suggests that specific body training forms can support L2 learning.

Everyone Can Implement Eduball in Physical Education to Develop Cognitive and Motor Skills in Primary School Students.

Studies suggest that incorporating core academic subjects into physical education (PE) stimulates the development of both motor and cognitive skills in primary school students. For example, several experiments show that children's participation in Eduball, i.e., a method that uses educational balls with printed letters, numbers, and other signs, improves their physical fitness while simultaneously developing their mathematical and language skills. However, the question of who should conduct such classes to make them most effective (regular classroom teachers, physical education teachers, or maybe both in cooperation?) remains unanswered. Here, we replicated a previous Eduball experiment, but now, instead of one experimental group, there were three. In the first, Eduball-classes were conducted by the classroom teacher, in the second, by the physical education teacher, and in the third, collaboratively. After one year intervention, all experimental groups significantly improved both their cognitive (mathematical, reading, and writing) and gross motor (locomotor and object control) skills, and these effects were larger than in the control group participating in traditional PE. Importantly, there were no differences in progression between the Eduball-groups. Thus, our study demonstrates that methods linking PE with cognitive tasks can be effectively used by both PE specialists and general classroom teachers.

Physical Activity With Eduball Stimulates Graphomotor Skills in Primary School Students.

Despite the general agreement that the interdisciplinary model of physical education (PE), based on the incorporation of core academic subjects into the PE curriculum, stimulates the holistic development of students, there is still a lack of methods for its implementation. Therefore, Eduball was created, i.e., a method that uses educational balls with printed letters, numbers, and other signs. Numerous studies have shown that children participating in activities with Eduballs can develop their physical fitness while simultaneously improving their academic performance, particularly in math and language, including some writing skills. However, little is known about the effects of Eduball on children's graphomotor skills, which are key for the academic performance of students throughout the entire schooling process. Here, we investigate whether 6-month participation in PE with Eduball stimulates graphomotor skills in primary school students, such as drawing prehandwriting letter patterns on unlined or lined paper and rewriting text on unlined or lined paper. Our results show that the Eduball class (N = 28) significantly improved these skills compared to the control class (N = 26) participating in traditional PE. For example, students from the experimental group wrote with a lower pen pressure and better stability of the line, in contrast to those from the control group. Therefore, this study demonstrates that the Eduball method successfully supports teachers in developing graphomotor skills in children. More broadly, our findings make clear once again that there is the need to integrate physical and cognitive development in education, which can be achieved by using an interdisciplinary model of PE.

BRAINballs Program Improves the Gross Motor Skills of Primary School Pupils in Vietnam.

The purpose of this study was to evaluate the impact of the BRAINballs program on second graders' gross motor skills in a primary school in Vietnam. A total of 55 students (23 boys and 32 girls) aged seven years participated in the study. The research used the method of a pedagogical experiment and parallel group technique (experimental and control group) with pre- and post-testing. The study was conducted in the school year 2019/2020. The gross motor skills performance was assessed by the Test of Gross Motor Development-2nd Edition. The BRAINballs program was conducted twice a week and combined physical activity with subject-related contents by means of a set of 100 balls with painted letters, numbers, and signs. The results showed that the experimental and control groups improved their motor skills after one school year (p < 0.001). However, the analysis of covariance demonstrated that students from the experimental group, compared to students from the control group, showed significantly better scores in both subtests: locomotor (p = 0.0000) and object control skills (p = 0.0000). The findings of this study show that the BRAINballs program had a positive effect on children's motor performances and may help to better understand the development of basic motor skills of seven-year-old students in Vietnam.

Participating in Physical Classes Using Eduball Stimulates Acquisition of Mathematical Knowledge and Skills by Primary School Students.

An increasing number of studies are evidencing relationships between physical activity (PA) and the mathematical performance of early school students. This is not surprising due to the fact that children grow in all areas simultaneously and their motor and intellectual developments determine each other. Nevertheless, such an approach of combining mathematics education with physical exercises, in addition through play, which is the basis of children's activity and the preferred way of spending time, is still rare at schools. In response to this problem, "Eduball" has been created, which is an educational ball with printed letters, numbers, and other signs used for team mini-games. Surprisingly, despite the studies on general usefulness of Eduball in preschool and early-school education and the effects of physical exercise classes carried out using these balls, still little is known about their impact on mathematical development. Here, we investigate the relationships between the use of Eduball and the acquisition of mathematical knowledge and skills by children. We used a quantitative approach in the form of an experiment in natural settings in which 7-year-old students (first grade) took part (N = 25). For the purposes of this experiment, we created scenarios of physical exercise classes integrated with mathematical contents that used Eduball. Mathematical knowledge and skills were assessed by one of the commonly used tests. The results were compared with the data from the control group of traditional physical education classes (N = 22). As assumed, after a 1-year experiment, students from both groups improved their results, but we found a greater progress in terms of mathematical knowledge and skills in the experimental class compared to the control one. Eduball particularly affected competences related to such mathematical categories as: sets and their elements, multiplication and division, geometric shapes and measuring length, and measuring volume and mass. In sum, our results show that physical exercise classes that used Eduball stimulate the acquisition of mathematical competences by students and, consequently, confirm that there is a strong relation of physical and mathematical development. Therefore, there is a need to review children's educational models, as well as primary school curricula, to combine physical and cognitive activities.