Prevalence of neuromyths about movement, movement development and development of movement among pre-service and in-service teachers

Abstract

Belief in neuromyths (misconceptions in neuroscience) adversely effects the field of motor therapies. Methods based on disproved developmental theories or misinterpreted neural mechanisms claim to improve non-motor functions of children (e.g., cognitive functions, learning performance) without scientific basis. In this study, we aimed to introduce the prevalence of movement-related neuromyths. We used the Hungarian Neuroeducation Questionnaire (MANEK, 2022), which included 13 movement-related statements. Study sample consisted of pre-service (n = 822, age: 29.65 ± 9.93 years) and in-service teachers (n = 734, age: 48.05 ± 9.3 years). Of the 13 statements, pre-service teachers judged an average of 8 while in-service teachers an average of 10 incorrectly (Median = 8, CI = 7.6–7.97 and Median = 10, CI = 9.34–9.66, respectively). For 12 of the 13 statements, in-service teachers had a higher rate of incorrect answers. In both subsamples, the neuromyth “Exercises that rehearse co-ordination of motor-perception skills can improve literacy skills” was judged incorrectly by the highest proportion (89.7% of pre-service teachers and 95.8% of in-service teachers). The high prevalence of neuromyths highlights the need for communication of evidence-based information in this field. Movement-related neuromyths support the application of (movement) therapies of questionable effectiveness that require significant financial and energy inputs and consume time on the expense of evidence-based interventions.