The Impact of a Multi-Component Physical Activity Programme in Low-Income Elementary Schools

Autor/inn/en	Massey, William V.; Stellino, Megan B.; Holliday, Megan; Godbersen, Travis; Rodia, Rachel; Kucher, Greta; Wilkison, Megan
Titel	The Impact of a Multi-Component Physical Activity Programme in Low-Income Elementary Schools
Quelle	In: Health Education Journal, 76 (2017) 5, S.517-530 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8969
DOI	10.1177/0017896917700681
Schlagwörter	Physical Activities; Recess Breaks; Program Effectiveness; Intervention; Behavior; Mixed Methods Research; Participatory Research; Action Research; Low Income Groups; Urban Schools; Longitudinal Studies; Observation; Elementary School Students; Focus Groups; Grade 4; Grade 5; Adults; Conflict; Social Development; Emotional Development; Teacher Student Relationship; Child Behavior; Rating Scales; Behavior Assessment System for Children + Suchen Sie Ihr Suchwort? Aktive Pause; Forschungstätigkeit; Projektforschung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Beobachtung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Konflikt; Soziale Entwicklung; Gefühlsbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Rating-Skala
Abstract	Objective: To identify the effects of a structured and multifaceted physical activity and recess intervention on student and adult behaviour in school. Design: Mixed-methods and community-based participatory approach. Setting: Large, urban, low-income school district in the USA. Methods: Data were collected at three time points over a 1-year period. Sources included recess observations at four elementary schools, in-class behavioural observations of fifth-grade students (n = 21) and focus groups with fourth- and fifth-grade students (n = 75). Results: Results suggested an increased amount of positive interactions between adults and students and a decreased amount of conflict in the playground post intervention. Results also suggested that a peer-leadership training programme had beneficial effects on students' classroom behaviour. Conclusion: Results from this study provide evidence that school recess can be used to teach social-emotional competencies that can impact student behaviour during recess and in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01