Piaget's Theory Of Cognitive Development In Children

It’s been widely proven that regular physical activity has multiple health benefits for preadolescent children. These include maintaining a healthy bodyweight, to having a positive effect on school performance and attention spans (de Greef et al, 2017). But how do we successfully use our knowledge of children’s capabilities to deliver a presentation, motivating them to be active? More important than this though, was presenting it in a way that would encourage them to sustain this activity.
Children of different ages think and act in different ways. Therefore, as a group, we knew that being able to understand the cognitive and behavioural patterns of school-age children was a vital part of ensuring an effective presentation that achieved its aims. According to Piaget’s

Here, they are capable of reasoning and thinking logically, with reduced self-centred thought, as well as being able to concentrate more thoroughly on tasks (Anthony, 2017). We also considered Erikson’s Theory of Psychosocial Development (Munley, 1975), which describes that children who are encouraged and praised will develop more skills and belief in their abilities. When applying these theories to the promotion of physical activity, it seems obvious that clear intentions and encouragement to be involved would be essential to give youths the belief that they are capable of being active. Overall, the behaviour of school-age children is relatively actively orientated, with 70% of 3rd and 4th class children reporting in one study that they