Article
Self-perceptions and social–emotional classroom engagement following structured physical activity among preschoolers: A feasibility study
Journal of Sport and Health Science
Document Type
Article
Publication Date
6-1-2017
DOI
10.1016/j.jshs.2016.01.006
Abstract
The well-rounded development of the child, including physical, cognitive, emotional, and social health, may be the most efficient route to well-being and academic success. The primary goal was to investigate the feasibility of implementing a 12-week structured program of physical activity (PA) incorporating cognitive, social, and emotional elements in preschool. Additionally, this study, using a within-subject design, examined the acute effects of a PA session on classroom engagement and changes on perceived competence and peer acceptance from the first to the last week of the program.
Creative Commons License
Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International
Copyright Owner
ScienceDirect
Copyright Date
2017
Language
en
File Format
application/pdf
Citation Information
Spyridoula Vazou, Constantine Mantis, Gayle J Luze and Jacqueline S Krogh. "Self-perceptions and social–emotional classroom engagement following structured physical activity among preschoolers: A feasibility study" Journal of Sport and Health Science Vol. 6 Iss. 2 (2017) p. 241 - 247 Available at: http://works.bepress.com/gayle-luze/4/
This article is published as Vazou, Spyridoula, Constantine Mantis, Gayle Luze, and Jacqueline S. Krogh. "Self-perceptions and social–emotional classroom engagement following structured physical activity among preschoolers: A feasibility study." Journal of Sport and Health Science (2016). 10.1016/j.jshs.2016.01.006. Posted with permission.