The Effect of Character Education for Young Children Through Physical Activity on Self-regulation, Pro-social Behavior and Enjoyment from Children’s Physical Activity

2020 ◽  
Vol 21 (2) ◽  
pp. 253-279
Author(s):  
So-Yeon Youn ◽  
Min-Jin Kim
Keyword(s):  
Physical Activity ◽  
Social Behavior ◽  
Young Children ◽  
Character Education ◽  
Self Regulation ◽  
Pro Social Behavior ◽  
Children’S Physical Activity

Effects of Physical Activity on Self-regulation among Young Children

2020 ◽  
Vol 18 (2) ◽  
pp. 115-125
Author(s):  
Sung-Sook Pu ◽  
◽  
Sooyoung Sul
Keyword(s):  
Physical Activity ◽  
Young Children ◽  
Self Regulation

The Effect of Increasing Autonomy Through Choice on Young Children’s Physical Activity Behavior

2016 ◽  
Vol 13 (4) ◽  
pp. 428-432 ◽  
Author(s):  
Gabriel J. Sanders ◽  
Judith Juvancic-Heltzel ◽  
Megan L. Williamson ◽  
James N. Roemmich ◽  
Denise M. Feda ◽  
...  
Keyword(s):  
Physical Activity ◽  
Young Children ◽  
Free Choice ◽  
Physical Activity Behavior ◽  
Activity Participation ◽  
Laboratory Setting ◽  
Older Children ◽  
Physically Active ◽  
Activity Behavior ◽  
Children’S Physical Activity

Background:Increasing autonomy by manipulating the choice of available physical activity options in a laboratory setting can increase physical activity in older children and adults. However, the effect of manipulating the number of physically active choices has yet to be examined in young children in a gymnasium environment.Methods:Twenty children (n = 10 girls, 6.1 ± 1.4 years old) individually participated in 2 [low choice (LC), high choice (HC)] free-choice activity conditions for 30 minutes in a 4360 square foot gymnasium. Children had access to 2 or 8 physical activity options in the LC and HC conditions, respectively. Physical activity behavior was measured via accelerometry.Results:Children’s 30-minute accelerometer counts increased (P < .03) from the LC (2675 ± 294 counts·min-1) to the HC (3224 ± 280 counts·min-1) condition.Conclusions:Providing greater autonomy through choice of a greater number of physically active options increased young children’s physical activity participation by 20.5%.

Physical activity intensity, self-regulation, and school readiness indicators in young children

2019 ◽  
pp. 1-10 ◽  
Author(s):  
Tyler J. Kybartas ◽  
Jennifer F. Oody. ◽  
Jeffrey T. Fairbrother ◽  
R. Sean Durham ◽  
Dawn P. Coe
Keyword(s):  
Physical Activity ◽  
Young Children ◽  
School Readiness ◽  
Self Regulation ◽  
Physical Activity Intensity ◽  
Activity Intensity

scholarly journals The Relationship between Physical Activity, Self-Regulation and Cognitive School Readiness in Preschool Children

2021 ◽  
Vol 18 (22) ◽  
pp. 11797
Author(s):  
Pulan Bai ◽  
Sarah Johnson ◽  
Stewart Trost ◽  
Leanne Lester ◽  
Andrea Nathan ◽  
...  
Keyword(s):  
Physical Activity ◽  
Preschool Children ◽  
Cognitive Development ◽  
School Readiness ◽  
Vigorous Physical Activity ◽  
Self Regulation ◽  
Early Years ◽  
Readiness Assessment ◽  
The Relationship ◽  
Children’S Physical Activity

(1) Background: Limited research exists on the pathways through which physical activity influences cognitive development in the early years. This study examined the direct and indirect relationships between physical activity, self-regulation, and cognitive school readiness in preschool children. (2) Method: Participants (n = 56) aged 3–5 years were recruited from the PLAYCE study, Perth, Western Australia. Physical activity was measured using 7-day accelerometry. Self-regulation was measured using the Head Toes Knees and Shoulders task and cognitive school readiness was assessed using the Bracken School Readiness Assessment. Baron and Kenny’s method was used for mediation analysis. (3) Results: After adjustment for socio-demographic factors, total physical activity was positively and significantly associated with cognitive school readiness (B = 0.16, SE = 0.07, p ≤ 0.05). Moderate-vigorous physical activity (MVPA) was positively and significantly associated with self-regulation (B = 0.3, SE = 0.13, p ≤ 0.05) and cognitive school readiness score (B = 0.20, SE = 0.09, p ≤ 0.05). Self-regulation was found to be a partial mediator of the relationship between MVPA and cognitive school readiness. (4) Conclusion: These findings highlight the direct and indirect association between preschool children’s physical activity, self-regulation, and cognitive school readiness. Further research is needed to determine the causal relationships between young children’s physical activity and cognitive development, over time.

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