Weronika Rochatka

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.

As a method of training neurofeedback has proved to be effective in education and therapy of children (e.g., with ADHD, autism spectrum or specific learning disorders). However, there are no neurofeedback training protocols targeting individuals with a mild intellectual disability. Therefore, I designed a neurofeedback procedure for children with this disability; it focuses on attention span training. In this study I presented the pre-planned procedure to the child’s parent to determine whether the proposed method is feasible for work with a child with a mild intellectual disability. After learning the parents’ opinion, I indicate the possible further stages of developing a neurofeedback strategy for working with children with a mild intellectual disability. Finally, I demonstrate the future directions of research and planning of neurofeedback procedures for individuals with special needs.