Campus Units
Human Development and Family Studies, Kinesiology
Document Type
Article
Publication Date
Summer 6-2017
Journal or Book Title
Journal of Sport and Health Science
Volume
6
Issue
2
First Page
241
Last Page
247
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
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Copyright Owner
ScienceDirect
Copyright Date
2017
Language
en
File Format
application/pdf
Recommended Citation
Vazou, Spyridoula; Mantis, Constantine; Luze, Gayle J.; and Krogh, Jacqueline S., "Self-perceptions and social–emotional classroom engagement following structured physical activity among preschoolers: A feasibility study" (2017). Human Development and Family Studies Publications. 55.
https://lib.dr.iastate.edu/hdfs_pubs/55
Included in
Developmental Psychology Commons, Family, Life Course, and Society Commons, Psychology of Movement Commons
Comments
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.