Examining the Associations Between Calibration Accuracy and Executive Functions in Physical Education

Samara, Evdoxia; Kolovelonis, Athanasios; Goudas, Marios · 2023 · Crossref

DOI: 10.12973/eu-jer.12.1.359

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Summary

This study investigates the relationship between executive functions and performance calibration accuracy in elementary school students within the context of physical education. While theoretical frameworks suggest conceptual overlaps between executive functions (higher-order cognitive processes like inhibition and working memory) and metacognition (specifically performance calibration, or the fit between estimated and actual performance), empirical evidence linking these constructs in motor tasks remains scarce. The research aimed to address this gap by examining how well students could calibrate their performance in a sport skill relative to their executive function capabilities, extending previous findings that were largely based on cognitive tasks. The study employed a correlational design involving 265 Greek students aged 10–12 years from fourth, fifth, and sixth grades. Participants first completed the Design Fluency Test, a standardized measure assessing executive functions through conditions targeting fluency, inhibition, and cognitive flexibility. One week later, students performed a basketball shooting test consisting of 10 shots from a distance of 2.5 meters. Prior to the test, students estimated their expected number of successful shots. Researchers calculated a calibration bias index (estimated minus actual performance) to classify students into three groups: accurate, underestimators, and overestimators. An accuracy index, derived from the absolute values of the bias, was used for correlational analyses. Statistical methods included principal components analysis, correlation analysis, and analysis of variance to compare executive function scores across calibration groups. The results indicated a positive but small magnitude relationship between executive function scores and calibration accuracy. Specifically, correlation analyses revealed small but significant negative correlations between calibration accuracy and executive function scores, indicating that higher executive function scores were associated with lower bias (better calibration). In terms of group differences, the majority of participants (53.2%) were overestimators, followed by underestimators (35.1%) and accurate students (11.7%). Students classified as accurate scored significantly higher on the total executive function test compared to overestimators. Underestimators also scored higher than overestimators, though this difference was marginally significant. These findings align with previous studies using cognitive tasks, which also reported low-magnitude associations between executive functions and metacognitive aspects in young children. The study concludes that while executive functions and performance calibration are theoretically linked, their empirical association in elementary students is weak. The prevalence of overestimation among young children is discussed as potentially adaptive, protecting self-efficacy and encouraging persistence despite failures. The findings imply that physical education interventions should aim to enhance executive functions, which may subsequently improve students' metacognitive awareness and calibration accuracy. Improved calibration is critical for self-regulated learning, as it allows students to set realistic goals and monitor their progress effectively. The authors recommend future research utilize multiple executive function measures and examine various sport skills to further understand these developmental relationships.

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