Evidence map›Paper›PMID 41440078›Full record

ArticleBrain sciences2025

The Influence of Nonlinear Pedagogy Physical Education Intervention on Cognitive Abilities in Primary School Children: A Preliminary Study.

Elisa Pugliese, Pasqualina Forte, Carmela Matrisciano, Fabio Carlevaro, Cristiana D'Anna, Daniele Magistro

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PubMed Full text at PMC Publisher
In one paragraph

Article in Brain sciences, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors.

Elisa PuglieseCenter for Neuroscience, University of Camerino, 62032 Camerino, Italy.ORCID 0009-0005-8725-1551
Pasqualina ForteCenter for Neuroscience, University of Camerino, 62032 Camerino, Italy.ORCID 0009-0000-6689-2660
Carmela MatriscianoCenter for Neuroscience, University of Camerino, 62032 Camerino, Italy.ORCID 0009-0009-8326-1487
Fabio CarlevaroAsti Higher Studies University Pole, Uni-Astiss, 14100 Asti, Italy.ORCID 0000-0001-8466-8400
Cristiana D'AnnaCenter for Neuroscience, University of Camerino, 62032 Camerino, Italy.ORCID 0000-0003-0216-0318
Daniele MagistroSchool of Health Science, Faculty of Environmental & Life Sciences, University of Southampton, Southampton SO17 1BJ, UK.ORCID 0000-0002-2554-3701

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

BACKGROUND/

objectivesThe study aims to experiment with a teaching methodology based on the application of some principles of Nonlinear Pedagogy (NLP) in order to understand its effectiveness not only on motor development but also on attention and processing speed.

methodsA between-subjects quasi-experimental design involved 165 children (mean age = 7.21 ± 0.93 years), assigned to an experimental (

resultsSignificant interactions emerged for Divided Attention (

conclusionsFindings from this preliminary study indicate a significant relationship between NLP-based teaching and improvements in attention and visual processing speed. The NLP intervention group outperformed the control group in both domains, supporting the effectiveness of this pedagogical approach within primary school PE settings. These promising results encourage further investigation with larger samples and over longer intervention periods.

Indexed as

attentiondevelopmental ageecological-dynamic approachphysical activityschool-based interventionspeed processing

Identifiers

PMID41440078
PMCPMC12730601

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.