Sixty Minutes of Physical Activity per Day Included within Preschool Academic Lessons Improves Early Literacy

Autor/inn/en	Kirk, Stacie M.; Kirk, Erik P.
Titel	Sixty Minutes of Physical Activity per Day Included within Preschool Academic Lessons Improves Early Literacy
Quelle	In: Journal of School Health, 86 (2016) 3, S.155-163 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.12363
Schlagwörter	Health Behavior; Emergent Literacy; Preschool Children; African Americans; Socioeconomic Status; Low Income; Urban Areas; Disadvantaged Youth; Preschool Education; Intervention; Program Design; Quasiexperimental Design; Academic Achievement; Control Groups; Phonological Awareness; Naming; Pictorial Stimuli; Task Analysis; Rhyme; Program Effectiveness; Physical Activities + Suchen Sie Ihr Suchwort? Health behaviour; Gesundheitsverhalten; Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Afroamerikaner; Socio-economic status; Sozioökonomischer Status; Niedriglohn; Urban area; Stadtregion; Benachteiligter Jugendlicher; Programme design; Programmaufbau; Programmplanung; Schulleistung; Fantasieanregung; Aufgabenanalyse; Reim
Abstract	Background: The effects of increases in physical activity (PA) on early literacy skills in preschool children are not known. Methods: Fifty-four African-American preschool children from a low socioeconomic urban Head Start participated over 8 months. A 2-group, quasi-experimental design was used with one preschool site participating in the PA intervention and a second site participating as the control site. The PA program was designed to promote 300 minutes/week of moderate to vigorous PA academic lessons. Academic achievement related to early literacy and phonological awareness in the areas of rhyming and alliteration were assessed at baseline, 4 and 8 months. Results: Over 8 months, rhyming significantly (p < 0.01) improved in the PA group (173 ± 12%) compared with the controls (28 ± 8%) resulting in between group differences at 8 months (p < 0.01). Alliteration significantly (p < 0.01) improved in the PA group (52 ± 16%) compared with controls (13 ± 5%), resulting in between group differences at 8 months (p < 0.01). As minutes of exposure to moderate to vigorous PA increased, the change in picture naming (R[superscript 2] = 0.35, p < 0.05), alliteration (R[superscript 2] = 0.38, p < 0.05), and rhyming (R[superscript 2] = 0.42, p < 0.05), increased. Conclusion: A teacher-directed PA program is effective at increasing PA and improving early literacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11