Can different physical education programs produce specific developments in psychological responses and cognitive functions? An ecological intervention in school-age children (Journal Article)
Material type:
TextSeries: British Journal of Educational Psychology,Volume92, Issue4Publication details: UK : Wiley and sons ,December 2022Description: 1687-1698 pISSN: - 0007-0998
- 370.1505
| Item type | Current library | Call number | Status | Date due | Barcode | |
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RIE BPL Library | 370.1505 (Browse shelf(Opens below)) | Not for loan |
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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.
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