Effects of a Physical Education Program on Physical Activity and Emotional Well-Being among Primary School Children
Abstract
:1. Introduction
2. Materials and Methods
2.1. Participants
2.2. Instruments
2.2.1. The Evaluation of Physical Activity
2.2.2. The Revised Children’s Manifest Anxiety Scale
2.3. Procedure
2.4. Data Analysis
3. Results
3.1. Physical Activity of 6–7- and 8–9-Year-Old Children in the Experimental Group
3.2. Physical Activity of 6–7- and 8–9-Year-Old Children in the Control Group
3.3. Anxiety of 6–7-Year-Old Children (First Grade)
3.4. Anxiety of 8–9-Year-Old Children (Second Grade)
4. Discussion
- Aerobic activities: Most daily activities should be moderate- to vigorous-intensity aerobic activities, such as bicycling, playing sports and active games, and brisk walking.
- Strength training: The program should include muscle-strengthening activities at least three days a week, such as performing calisthenics, weight-bearing activities, and weight training.
- Bone strengthening: Bone-strengthening activities should also be included at least three days a week, such as jump-rope, playing tennis or badminton, and engaging in other hopping-type activities.
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Dynamic exercise | Aerobic capacity and/or muscle strength education. Exercise can be any movement that improves physical fitness. Exercise that gives you more energy or stamina is regularly called aerobic exercise [26]. |
Intense motor skills repetition | Diminishing/eliminating queues, such that children are not waiting their turn; having small-sided games or group activities like 3 versus 3 (which expands the number of times the children need to develop/apply their skills—this assists in preventing children from being on the periphery of or excluded from a game/activity); and expanding the amount of gear equipment for the children and/or potentially expanding the number of stations. |
Differentiation | All children ought to be set assignments that are fit to their physical, intellectual, and social situation, which encourages them to take part in active learning time. Teachers ought to guarantee that they know about the space, errand, hardware, and individuals (STEP) structure for the dynamic differentiation of activities [28,29]. |
Seating and parking reduction | When a teacher is providing feedback or questioning students frequently, they do not have to stop the entire class; instead, they can simply target and stop a group of students or an individual child. Engaging children in activity quickly toward the beginning of the exercise, through concise questioning and feedback. Guaranteeing that equipment is prepared, coordinated, and available toward the beginning of and all through the exercise [27]. |
Physical activity distribution in the classroom | This rule depends on teachers encouraging children’s in-class physical activity through positive praise. Instances of the advancement of in-class physical activity incorporate “incredible collaboration, continue moving, and searching for space” [28]. |
Lesson Topic | Areas of Activity for the Physical Education Lesson | Lesson Topic | Areas of Activity for the Physical Education Lesson | |
---|---|---|---|---|
First Grade | Second Grade | |||
Month 1 | Exercising with a textbook and notes. Arrangement, basic starting hand and leg positions. Honest conduct. Proper breathing over time. | Healthy lifestyle Movement skills Healthy lifestyle Sport units (athletics) | Working with a textbook and notes. Walking and running exercises. Smooth running in a group. 3 × 10 m speed shuttle run test—agility. Playing with balls. | Healthy lifesty leMovement skills Sport units (athletics) Sport units (sports games) |
Month 2 | Exercising with a textbook and notes. Ball school. I pass the ball to a companion. I am figuring out how to pass the ball precisely. Running is the best movement. Running: Relay. Proper posture. | Healthy lifestyle Sport units (basketball) Sport units (athletics) | Working with a textbook and notes. Exercises with ball. Football game. Flexibility training. Developing movement skills through play. | Healthy lifestyle Movement skills Sport units (football) Sport units (gymnastics) |
Month 3 | Exercising with a textbook and notes. Jumping on two feet. Spider and turn. Animal aerobatics. Let us jump by jumping. Shuttle running 3 × 10 m. | Healthy lifestyle Movement skills Unconventional physical activity Sport units (athletics) | Working with a textbook and notes. Let us get acquainted with game of square. Let us learn to play square.Long jump-rope. Activity games. The long jump test to test explosive power of children’s leg muscles. | Healthy lifestyle Movement skills Sport units (gymnastics) Sport units (athletics) |
Month 4 | Exercising with a textbook and notes. Long jump. Figure out how to kick and drive a soccer ball, to drive a soccer ball in a straight and winding line. Children’s yoga. | Healthy lifestyle Sport units (athletics) Sport units (football) Unconventional physical activity | Working with a textbook and notes. Exercises to help calm down and concentrate. Kids yoga. Throw a small ball at a target (vertical). Throw a small ball at a target (horizontal). Throw a small ball at a target (vertical and horizontal). | Healthy lifestyle Unconventional physical activity Movement skills Sport units (athletics) |
Month 5 | Exercising with a textbook and notes. How to kick a soccer ball into the goal. The basics of aerobatics: practice with gymnastic balls. Muscle stretching. Attempt to keep balance. | Healthy lifestyle Sport units (football) Unconventional physical activity | Working with a textbook and notes. Overcoming horizontal and vertical barriers. Jumping. Hanging. Medical (stuffed) 1 kg ball pushing from the chest to test the explosive power of hands. Aerobics. Movement skills outdoors. | Healthy lifestyle Movement skills Sport units (athletics) Unconventional physical activity |
Month 6 | Exercising with a textbook and notes. Basics of gymnastics implies tools and right posture. Jump-rope. Basic strides of aerobics. Fun relays. | Healthy lifestyle Sport units (gymnastics) Unconventional physical activity Movement skills | Working with a textbook and notes. Getting ready and learning to play basketball. Learn to rotate gymnastics hoop. Methods of movements in space (darkness). | Healthy lifestyle Sport units (basketball) Sport units (gymnastics) Unconventional physical activity |
Month 7 | Exercising with a textbook and notes. We figure out how to drive, pass, and catch a basketball by exercising in pairs, to drive a basketball in a straight and winding line. Obstacle course. | Healthy lifestyle Sport units (basketball) Movement skills Unconventional physical activity | Working with a textbook and notes. Playing with balls. How to move a log without falling. Running from a high start. Running from a low start. Starting positions (high or low start). | Healthy lifestyle Movement skills Sport units (athletics) Unconventional physical activity |
Month 8 | Exercising with a textbook and notes. Tossing a ball. We cooperate to overcome obstacles. We play football. We figure out how to orient ourselves. Sports event. | Healthy lifestyle Sport units (athletics) Sport units (football) Movement skills | Working with a textbook and notes. Outdoor games. We learn how to orient in the area. Strengthening the musculoskeletal system. Outdoor Project “Health and Sport Day”. | Healthy lifestyle Movement skills Sport units (gymnastics) Unconventional physical activity |
Type of Physical Activity | Physical Education Lesson | Cycling to School | Walking to School | Sport Groups (Mean Physical Activity) |
---|---|---|---|---|
MET | 3.5 | 4 | 3.3 | 6 |
1 day/min | 30 | 0.45 | 0.3 | 59 |
Days per week | 1 | 3 | 4 | 1 |
MET, min/week | ||||
The experimental group | Pre-test | Post-test | ||
Grade | First | Second | First | Second |
Physical Education lesson | 92.15 | 97.50 | 115.83 | 130.01 |
Cycling to school | 17.52 | 18.40 | 18.39 | 21.33 |
Walking to school | 15.98 | 23.50 | 16.07 | 30.37 |
Sport groups (mean physical activity) | 805.95 | 1072.12 | 958.12 | 1271.91 |
On average | 931.60 * # $ § | 1211.55 * # § | 1108.41 * # $ | 1453.62 * # |
Type of Physical Activity | Physical Education Lesson | Cycling to School | Walking to School | Sport Groups (Mean Physical Activity) |
---|---|---|---|---|
MET | 3.5 | 4 | 0 | 6 |
1 day/min | 30 | 0.58 *|0.50 ** | 0.3 *|0.71 ** | 58 |
Days per week | 1 | 3 | 4 | 1 |
Note. *—First Grade; **—Second Grade. | ||||
MET, min/week | ||||
The control group | Pre-test | Post-test | ||
Grade | First | Second | First | Second |
Physical Education lesson | 91.68 | 95.87 | 98.1 | 105.7 |
Cycling to school | 15.91 | 23.03 | 16.58 | 23.54 |
Walking to school | 0 | 22.15 | 0 | 28.65 |
Sport groups (mean physical activity) | 798.81 | 964.66 | 880.98 | 1053.81 |
On average | 906.40 * $ | 1105.71 * | 995.66 * $ | 1211.70 * |
Note. *, p < 0.05 (according to the Mann–Whitney U test) between physical activity types; $, p < 0.05 (according to the Mann–Whitney U test) between First and Second Grades. |
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Kliziene, I.; Cizauskas, G.; Sipaviciene, S.; Aleksandraviciene, R.; Zaicenkoviene, K. Effects of a Physical Education Program on Physical Activity and Emotional Well-Being among Primary School Children. Int. J. Environ. Res. Public Health 2021, 18, 7536. https://doi.org/10.3390/ijerph18147536
Kliziene I, Cizauskas G, Sipaviciene S, Aleksandraviciene R, Zaicenkoviene K. Effects of a Physical Education Program on Physical Activity and Emotional Well-Being among Primary School Children. International Journal of Environmental Research and Public Health. 2021; 18(14):7536. https://doi.org/10.3390/ijerph18147536
Chicago/Turabian StyleKliziene, Irina, Ginas Cizauskas, Saule Sipaviciene, Roma Aleksandraviciene, and Kristina Zaicenkoviene. 2021. "Effects of a Physical Education Program on Physical Activity and Emotional Well-Being among Primary School Children" International Journal of Environmental Research and Public Health 18, no. 14: 7536. https://doi.org/10.3390/ijerph18147536