MUGI

  Motor Development as Ground for Learning

MUGI was started in 1990 by Ingegerd Ericsson, Ph D in Education and senior lecturer in Sport Sciences*. MUGI offers education in motor development and training in theory and practice. The aim is to contribute, through research, to increased knowledge about relationships between motor skills, physical self-esteem and learning.

* Curriculum Vitae and Peer Reviewed Articles

Research questions with pictures from MUGI motor observations.
Hypotheses with pictures from MUGI motor training.

Motor skills, attention and academic achievements
- An intervention study in school year 1-3.
Doctoral Thesis (Euro 19). Abstract of Doctoral Thesis. Summary matrix

Doctoral dissertation no 2: Lindén, C. (2006). Physical Activity and its Effect on Bone in the Short- and Long-Term Perspective.
Doctoral dissertation no 3: Dencker, M. (2007). Daily Physical Activity, Body Fat and Aerobic Fitness in Children.
Review of doctoral dissertation no 4: Gustafsson, P. (2008). Bio-social aspects of Attention Deficit Hyperactivity Disorder(ADHD): Neurophysiology, maturity, motor function and how symptoms relate to familyinteraction.
Doctoral dissertation no 5: Stenevi Lundgren, S. (2011). Muscle Function and Physical Activity in Pre-Pubertal School Children.

Physical Education in Swedish schools
www.bunkefloprojektet.malmo.se, 2001; www.svenskidrottsmedicin.org, 2001.

Pedagogics and motor skill – the importance of motor skills for development and learning - Motor skill observations of 204 school children. Abstract of the Swedish article Pedagogik och motorik.

Pedagogic and Physical Education: Motor skill observations of 204 children. Abstract. Malmö University Electronic Publishing MUEP, www.mah.se/forskning/, 1998; www. idrottsforum.org, 2003.

The Bunkeflo Project - for a healthy way of living. www.bunkefloprojektet.malmo.se, 2001; www.svenskidrottsmedicin.org, 2001; www.bunkeflomodellen.com, 2002.
(2003). Motor skills, attention and academic achievements - An intervention study in school year 1-3. Doctoral Thesis, summary. Lund: Lund University Dissertation Abstracts. Available on http://www.lub.lu.se.

(2005). Motor skills and academic achievements - Research in the Bunkeflo Project. In L. Andersson-Stenquist (Ed.), The 8th WABC World Conference on Aquatic Education of Babies & Young Children. Malmö: The Swedish Swimming Federation (p. 25).
(2005). Motor skills, Attention and Academic achievements. In A. Chima (Ed.), World Summit on Physical Education Bulletin No.44 (pp. 33-39). Berlin: International Council of Sport Science and Physical Education (ICSSPE).

(2006). Worth knowing about Motor Development. Review of J.P. Piek: Infant Motor Development. Available 06-09-20 at http://www.idrottsforum.org/reviews/items/eriing_piek.html.
(2006). Motor skills, attention and academic achievements - an intervention study in school year 1-3. Accepted 06-05-30 for publication in The British Educational Research Journal. Available 2007-10-27 at http://www.informaworld.com.
Gustafsson, P., Ericsson, I., Lindén, C., Karlsson, M.K., Thernlund, G., & Svedin, C.G. (2006). Attention Deficit Hyperactivity Disorder and motor function: clinical importance of soft signs.

(2007). Physical Activity and its Effect on Bone in the Short- and Long-Term Perspective. (Review). Available 07-02-28 on http://www.idrottsforum.org/reviews.
(2007). Effects of Increased Physical Activity and Motor Training on Motor Skills, Attention and Learning. Paper presented at the 13th Conference on Thinking. In Linköping University Electronic Press, (Ed.), Proceedings Vol.1 Peer Reviewed Papers (pp. 51-57). Available 07-07-05 on http://www.liu.se/thinkingconference.
(2007). Conference report: Thinking Outside the Box. Available 07-08-28 at http://www.idrottsforum.org/features.
(2007). Physical activity and Learning. Abstract. Citizenship Education in Society - A challenge for the Nordic countries. Children´s identity & Citizenship in Europe, CiCE Conference 4th - 5th October 2007. Available 07-09-28 at http://www.mah.se.
(2007). MUGI observation checklist: An alternative to measuring motor skills in physical education classes. The Asian Journal of Exercise & Sports Science, 4(1), 1-8.

Gustafsson, P., Thernlund, G., Besjakov, J., Karlsson, M., Ericsson, I., & Svedin, C.G. (2008). ADHD symptoms and maturity – a study in primary school children. Acta Pædiatrica, (97), 233-238.
(2008). To measure and improve motor skills in practice with the MUGI model for motor observations and training. Paper presented at The 3rd Scandinavian Pediatric Obesity Conference (SPOC), in Malmö, March 6-7th.
(2008). To measure and improve motor skills in practice. International Journal of Pediatric Obesity, 3(1), 21-27.
(2008). New ways of learning motor skills. (Review). Available 08-04-23 at http://www.idrottsforum.org/reviews.
(2008). Motor skills, attention and academic achievements - an intervention study in school year 1-3. The British Educational Research Journal, 34(3), 301-313.
Review of Gustafsson, P. (2008). Bio-social aspects of Attention Deficit Hyperactivity Disorder(ADHD): Neurophysiology, maturity, motor function and how symptoms relate to familyinteraction. Doctoral thesis number 4 in the Bunkeflo project. Available 2008-10-01 at http://www.idrottsforum.org.

Gustafsson, P., Svedin, C.G., Ericsson, I., Lindén, C., Karlsson, M., & Thernlund, G. (2009). Reliability and validity of the assessment of soft signs in children with and without Attention Deficit Hyperactivity Disorder. Accepted for publication in Developmental Medicine & Child Neurology. Available 2009-08-27 at http://www3.interscience.wiley.com/journal/122564299/abstract.

Cederberg, M., & Ericsson, I. (2009). Student Experiences of the Compulsory School in Malmö: in the words of students in the IV- Programme. Summary and student suggestions. Available 2009-09-10 at www.malmo.se.

Ericsson, I. (2010). Physical Education in early childhood. (Review). Available 2010-02-17 at http://www.idrottsforum.org/reviews.

Gustafsson, P., Svedin, C.G., Ericsson, I., Lindén, C., Karlsson, M., & Thernlund, G. (2010). Reliability and validity of the assessment of soft signs in children with and without Attention Deficit Hyperactivity Disorder. Developmental Medicine & Child Neurology, (52), 364–370.

Ericsson, I., & Cederberg, M. (2010). Physical activity among young people who do not achieve primaryobjectives. A questionnaire and interview survey among IV-studentsin Malmö 2008. (Paper presented at NERA´s 38th Congress). In Abstracts, active citizenship, (p. 221). Malmö: Malmö University. Available 2010-02-10 at http://www.mah.se/upload/LUT/Konferenser/Abstractbok.

Ericsson, I., & Karlsson, M. (2010). Effects of Increased Physical activity and Motor training on Motor Skills and Self-esteem: An Intervention Study in School years 1 through 9. Accepted for publication in International Journal of Sport Psychology.

Ericsson, I. (2010). Effects of Increased Physical activity on Motor skills and Marks in Physical Education: An intervention study in school years 1 through 9 in Sweden. Accepted for publication in Physical Education and Sport Pedagogy.

Ericsson, I. (2010). Motor Skills Observations and Marks in Physical Education: Validation of MUGI checklists. Submitted.

Ericsson, I. (2010). Gender and Participation in Sports (PAPER PRESENTATIONS 10 in Centers and Peripheries in Sport). Available 2010-06-06 at http://www.idrottsforum.org.

Ericsson, I. (2010). Motor Learning & Control for Practitioners. (Review). Available 2010-09-01 at http://www.idrottsforum.org/reviews.

Ericsson, I. (2011). Effects of increased Physical Activity on Motor Skills and Self-esteem: A Longitudinal Intervention Study during Nine School Years. In T. Söderström, J. Fahlén, & K. Wickman (Eds.), Book of abstracts, 8th European Association for Sociology of Sport (p. 178). Umeå: Department of Education, Umeå University.

Ericsson, I., & Karlsson, M. (2011). Effects of Increased Physical activity and Motor training on Motor Skills and Self-esteem: An Intervention Study in School years 1 through 9. International Journal of Sport Psychology, 42, 461-479.

Ericsson, I. (2011). MUGI Observation Checklist [Database record]. PsycTESTS, American Psychological Association (APA). Available 2011-06-06 on http://www.apa.org/pubs/databases/psyctests/index.aspx. Doi: 10.1037/t02819-000.

  • Ericsson, I., & Karlsson, M. (2012). Motor Skills and School Performance in Children with Daily Physical Education in School – A Nine-Year Intervention Study. Scandinavian Journal of Medicine and Science in Sports. Available 2012-04-09 in “Wiley Online”.
  • Ericsson, I., & Karlsson, M. (2012). Daily Physical Education Improves Motor Skills and School Performance – A Nine-Year Prospective Intervention Study. The pre-peer reviewed version of the article: “Motor Skills and School Performance in Children with Daily Physical Education in School – A Nine-Year Intervention Study”, published in final form in Scandinavian Journal of Medicine & Science in Sports, 8 April 2012. Available 2012-05-04 on Malmö University Electronic Publishing (MUEP) and 2012-05-09 on idrottsforum.org/articles.
  • Ericsson, I., & Karlsson, M. (2012). Daily physical activity improves motor skills and school performance – A nine-year prospective controlled intervention study in 220 children. In Universidade de Madeira (Ed.), Abstracts Book of the 7th European Youth Heart Study Scientific Symposium, 22-26 October 2012, (p. 33). Funchal: Kontra Kapa.
  • Ericsson, I. (2012). Key issues in childhood physical activity science. (Review). Idrottsforum.org. Available 12-12-12 on idrottsforum.org/121212.
  • Ericsson, I. (2013). Useful reference book on motor development and learning from experts in the field. (Review). Idrottsforum.org. Available 2013-04-04 on idrottsforum.org/archive.
  • Ericsson, I. (2013). PHYSICAL ACTIVITY AND LEARNING IN THE SWEDISH BUNKEFLO PROJECT. EVALUATION OF MOTOR SKILLS TRAINING IN COMPULSORY SCHOOL. Accepted for publication in Education, Research, Development.
  • Ericsson, I. (2013). Motor Skills Observations and Marks in Physical Education; Validation of Motorisk Utvecklig som Grund för Inlärning (MUGI) observation checklists. In N. Balagué, C. Torrents, A. Vilanova, J. Cadefau, R. Tarragó, & E. Tsolakidis (Eds.), 18th annual Congress of the EUROPEAN COLLEGE OF SPORT SCIENCE, 26th - 29th June 2013, Barcelona – Spain, BOOK OF ABSTRACTS (p. 165). Barcelona: National Institute of Physical Education of Catalonia (INEFC).
  • Ericsson, I. (2014). Motor Skills Observations and Grades in Physical Education. Evaluation of MUGI Observation Checklists. In R. Todaro (Ed.), Handbook of Physical Education Research (pp. 297-310). New York: Nova Science Publishers, Inc.
  • Ericsson, I. (2014). Effects of Motor skills training and daily Physical Education. International Journal of Physical Education, (2), 19-29.
  • Ericsson, I., & Karlsson, M. (2014). Motor Skills and School Performance in Children with Daily Physical Education in School – A Nine-Year Intervention Study. Scandinavian Journal of Medicine and Science in Sports, 24(2), 273-278. DOI: 10.1111/j.1600-0838.2012.01458.x. Published online 2012-04-08.

  • Ericsson, I., & Cederberg, M. (2015). Physical activity and school performance: a survey among students not qualified for upper secondary school. Physical Education and Sport Pedagogy, 20(1), 45-66. Published online 2013-04-17.
  • Ericsson, I. (2015). MUGI Checklist for Motor skills Observations in School. Staffanstorp: Mugi.se, 2015. SEK 95,60. (Euro 11).
  • Ericsson, I. (2015). Society gains from daily physical education. In A. Radmann, S. Hedenborg, & E. Tsolakidis (Eds.), Congress of the EUROPEAN COLLEGE OF SPORT SCIENCE BOOK OF ABSTRACTS (p. 101). Malmö: Malmö University, Lund University & Copenhagen University. ISBN 978-91-7104-567-6
  • Knez, K., Ekberg, J., Ericsson, I., & Londos, M. (2015). Inclusion within Swedish Physical Education? Problematizing the ‘text’ surrounding physical education and the experiences of immigrant youth. In A. Radmann, S. Hedenborg, & E. Tsolakidis (Eds.), Congress of the EUROPEAN COLLEGE OF SPORT SCIENCE Book of ABSTRACTS (p.269). Malmö: Malmö University, Lund University & Copenhagen University. ISBN 978-91-7104-567-6.
  • Bangsbo, J., Krustrup, P., Duda, J., Hillman, C., Andersen, L. B., Williams, C. A., Weiss, M., Lintunen, T., Green, K., Riis Hansen, P., Naylor, P-J., Ericsson, I., Nielsen, G., Froberg, K., Bugge, A., Lundbye-Jensen, J., Schipperijn, J., Dagkas, S., Agergaard, S., von Seelen, J., Østergaard, C., Skovgaard, T., Busch, H., & Elbe, A-M. (2016). Consensus statement. The Copenhagen Consensus Conference 2016: children, youth, and physical activity in schools and during leisure time. British Journal of Sports Medicine, doi:10.1136/bjsports-2016-096325. Available 2016-06-27 on http://bjsm.bmj.com/content/early/2016/05/27/bjsports-2016-096325.full
  • Bangsbo, J., Krustrup, P., Duda, J., Hillman, C., Andersen, L. B., Williams, C. A., Weiss, M., Lintunen, T., Green, K., Riis Hansen, P., Naylor, P-J., Ericsson, I., Nielsen, G., Froberg, K., Bugge, A., Lundbye-Jensen, J., Schipperijn, J., Dagkas, S., Agergaard, S., von Seelen, J., Østergaard, C., Skovgaard, T., Busch, H., & Elbe, A-M. (2016). The Copenhagen Consensus Conference 2016 – Children, Youth, and Physical Activity in Schools and during Leisure Time. Copenhagen: Copenhagen Centre for Team Sport and Health, Department of Nutrition, Exercise and Sports, University of Copenhagen.
  • Ericsson, I. (2017). EFFECTS OF PHYSICAL ACTIVITY AND MOTOR SKILLS ACQUISITION ON EXECUTIVE FUNCTIONS AND SCHOLASTIC PERFORMANCE: A REVIEW. In R. V. Nata (Ed.), Progress in Education, 43 (pp. 71-104). New York: Nova Science Publishers, Inc.

  • To book a lecture about motor skills observations, motor training and the research in the Bunkeflo Project please contact info@mugi.se.

    The doctoral dissertation Motor skills, attention and academic achievements contains a summary in English and can be ordered (19 Euro) through mail to Ingegerd Ericsson. Now You can also order MUGI Observation Checklist with instructions in English (11 Euro).

    Read the European Parliament resolution 13/11/2007, where Member States are called upon to guarantee at least 3 PE lessons per week, by specialised PE instructors at all levels, with proper regard to the needs of disabled students. Read about prospects for Physical Education in the European Union.