English

During child development, movement is one of the most important functions, serving as a central driving force of psychosocial and cognitive development. The assessment of movement, as well as the methodology of motor training and therapy, are key areas within educational science. We posit that in these fields—especially in the case of motor therapies—the application of evidence-based approaches is very limited in Hungarian preschools, schools, and other institutions providing training and therapy for children.

The aim of our research program is to conduct two nationally representative surveys to assess the prevalence of the best-known neuromyths related to neurodevelopment and to examine their influence on the work of practitioners (including professionals applying motor therapy and motor training, as well as those developing intervention guidelines). The program will involve two samples: (1) students majoring in pedagogy and (2) practicing in-service teachers.

A further research objective is to assess the methodological guidelines, diagnostic procedures, and specific interventions (therapies) related to motor training currently used in Hungary in the fields of education and special education, and to determine which of these can be considered evidence-based and effective. We aim to address this question by preparing a narrative review of the relevant scientific literature.

Overall, our research seeks to promote the synthesis of scientific evidence and, thereby, to strengthen the use of evidence-based approaches and critical thinking in relation to pseudoscientific perspectives.