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- W2767659318 abstract "Purpose . To examine the effects of a structured physical activity program on executive functions and perceived physical competence as compared to a traditional recess among preschool children. Methods . Participants were 40 preschool children aged 4-5 from an urban child care center in a southern Chinese metropolitan area. Prior to the intervention, baseline assessments of children’s executive functions and perceived physical competence were conducted. Children were then assigned to (<mml:math xmlns:mml=http://www.w3.org/1998/Math/MathML id=M1><mml:mrow><mml:mn fontstyle=italic>1</mml:mn></mml:mrow></mml:math>) intervention condition: a structured physical activity intervention group; (<mml:math xmlns:mml=http://www.w3.org/1998/Math/MathML id=M2><mml:mrow><mml:mn fontstyle=italic>2</mml:mn></mml:mrow></mml:math>) control condition: free-activity recess. The structured physical activity or recess programs were provided to the intervention and control groups 30 minutes daily for 3 months, respectively, followed by the identical postintervention measures. Results . Thirty-nine children (19 girls; mean age = 4.67 years old, BMI = <mml:math xmlns:mml=http://www.w3.org/1998/Math/MathML id=M3><mml:mn fontstyle=italic>15.54</mml:mn><mml:mo>±</mml:mo><mml:mn fontstyle=italic>1.21</mml:mn></mml:math>) were included in the analysis. In general, children’s executive functions and perceived physical competence increased over time. Repeated measures analysis of variance revealed the intervention group had significant greater increases in executive functions compared to the control children ( F (1, 37) = 4.20, <mml:math xmlns:mml=http://www.w3.org/1998/Math/MathML id=M4><mml:mi>p</mml:mi><mml:mo>=</mml:mo><mml:mn fontstyle=italic>0.04</mml:mn></mml:math>, <mml:math xmlns:mml=http://www.w3.org/1998/Math/MathML id=M5><mml:msup><mml:mrow><mml:mi>η</mml:mi></mml:mrow><mml:mrow><mml:mn fontstyle=italic>2</mml:mn></mml:mrow></mml:msup><mml:mo>=</mml:mo><mml:mo>.</mml:mo><mml:mn fontstyle=italic>10</mml:mn></mml:math>), yet there were no greater increases in perceived physical competence ( F (1, 37) = 2.35, <mml:math xmlns:mml=http://www.w3.org/1998/Math/MathML id=M6><mml:mi>p</mml:mi><mml:mo>=</mml:mo><mml:mn fontstyle=italic>0.13</mml:mn></mml:math>, <mml:math xmlns:mml=http://www.w3.org/1998/Math/MathML id=M7><mml:msup><mml:mrow><mml:mi>η</mml:mi></mml:mrow><mml:mrow><mml:mn fontstyle=italic>2</mml:mn></mml:mrow></mml:msup><mml:mo>=</mml:mo><mml:mo>.</mml:mo><mml:mn fontstyle=italic>06</mml:mn></mml:math>). Conclusion . The intervention exerted significant greater increases in executive functions in preschool children. It is meaningful to offer structured physical activity programs in day care centers." @default.
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- W2767659318 date "2017-01-01" @default.
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- W2767659318 title "Effects of Structured Physical Activity Program on Chinese Young Children’s Executive Functions and Perceived Physical Competence in a Day Care Center" @default.
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- W2767659318 doi "https://doi.org/10.1155/2017/5635070" @default.
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