01956nam a22002417a 4500 20231107114243.0 231106b ||||| |||| 00| 0 eng d 0007-0998 RIEBPL Library 370.1505 Josune Rodríguez-Negro, Johannes Arto Pesola and Javier Yanci Can different physical education programs produce specific developments in psychological responses and cognitive functions? An ecological intervention in school-age children (Journal Article) UK : Wiley and sons ,December 2022 1687-1698 p. British Journal of Educational Psychology,Volume92, Issue4 ***______{For Hard Copy, Please visit Library.}________*** Abstract- Aims The aim of this study was to investigate the effects of physical education (PE) class contents on 6–8 years school-age children's perceived exertion, psychological responses and cognitive functions. Materials and Methods These dimensions were measured in 135 children (6.61 ± 0.58 years) before and after an 8-week different PE intervention programs [i.e. balance intervention program (BIP), game based program (GBP) or drama learning program (DLP)]. Results With regard to the physical exertion, higher perceived exertion was found in BIP than in GBP and DLP (p < .01, ES = −0.5 to −1.0, small to moderate). Regarding cognitive functions, children of the GBP and the DLP significantly improved some of the cognitive functions test scores (p < .01 or 0.05, ES = 0.5 to 1.5, small to large). Conclusion These results lead us to think that physical activity could be an effective tool for improving children's cognitive functions. affective valence attention impulsivity perceived exertion https://bpspsychub.onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12533 PER 0 0 0 0 RIEBPL RIEBPL 2023-11-07 0 370.1505 2023-11-07 00:00:00 2023-11-07 PER 44767 44766