Table A1.
Learning objectives and activities of the Motor–Math program.
| Early Childhood Mathematics Objective | FMS Objective | Activity Description |
|---|---|---|
| To learn the shapes oval and circle | To push and roll a rubber wheel while walking/running | Floor tapes (8 m in length) are set on the ground to form two shapes (circle and oval). The pupils will be divided into two groups, corresponding to the circle and oval shape. In the first round, pupils will walk on the tape following the shape assigned to them, and then swap shapes. In a subsequent round, pupils will push a rubber wheel while walking on the tape following the shape assigned to them, and then swap shapes. |
| To understand spatial positions (i.e., top, middle, bottom) | To throw with one hand (i.e., overhand, underhand) | A throwing target that consists of three pictures will be prepared: clouds on top, mountains, in the middle, and a lake at the bottom. Pupils will take turns throwing towards the pictures in the target. The teacher will help the students identify the spatial location of each picture that they hit by throwing. In a subsequent round, the pictures will be removed, and only top, middle, and bottom spaces will be left on the target. |
| To learn the ascending order of 1 to 5 | To side-step To cross-step forward |
Several sets of footprints with numbers 1 to 5 printed on them will be set on the ground in ascending order. Pupils will take turns following the footprints in ascending sequence, by side-stepping, and then cross-stepping forward, while also counting aloud. |
| To learn the combinations and decomposition of 5 and 6 | To run and dodge others | Pupils will stand in random positions in a designated open space. The teacher will give a variety of instructions related to the combination of 5 or 6—e.g., “Form groups of 3 girls and 2 boys”. The children will then run around the open space to form groups. |
| To compare fast and slow | To run/walk To side-step To cross-step |
Prepare music with contrasting rhythms—fast and slow. The teacher will play each type of music for each form of locomotion. Pupils will move following the rhythm, one round for each type of music and each form of locomotion |
| To remember the seven days in a week | To balance while holding an object To push/roll a rubber wheel while walking/running |
The teacher will assign an activity to represent each day of the week (e.g., Monday: balance with feet together while holding a ball overhead; Tuesday: roll a rubber wheel while walking; Wednesday: balance with feet together while holding a ball in front at shoulder level). Pupils will demonstrate the assigned movements/activities for each day in sequence (i.e., Monday to Sunday). In a subsequent round, the teacher will call out a random day of the week, and students will demonstrate the corresponding movement/activity for that day. |
| To learn about map grids | To balance while holding an object To throw with one hand |
Set a print of the map of Hong Kong on the floor (minimum size 3 m × 3 m). Superimpose a grid with 6 squares horizontally and 6 squares vertically on the map. A physical activity is assigned to each grid (e.g., balance while holding a hoop overhead; throw a beanbag overhead; throw a beanbag underhand). Prepare a large cube that will function as a dice with numbers 1 to 6. Each pupil will throw the dice twice to generate one number each for the horizontal and vertical grid. They will walk to the corresponding grid and perform the designated physical activity on that grid. |
| To count 20 by using 2 in a group, 5 in a group | To balance while holding an object | Floor tapes are set on the ground to form two lines—one line will have three marked graduations to represent a start spot, number 1 and number 2; another line will have six graduations to represent a start spot and numbers 1 through 6 Pupils will be divided into two groups, who will take turns stepping on each of the lines. From the start spot, a pupil counts aloud (e.g., 1, 2) as they step into a marker and maintain their balance with feet together; they will repeat until they are able to count 20 steps in total. In a subsequent round, the pupils will be given an object (e.g., basketball, hoops) to carry while stepping into a marker and balancing their feet together. |
Note: The same learning objectives were targeted in the typical (non-integrated) activities of the comparison group.