Volume 6, Issue 2 (Vol6,No2(20) 2025)
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Ethics code: IR.ALZAHRA.REC.1401.113
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masoudnia M, Rahavi Ezabadi R, Khalil Marandi P. (2025). The effects of physical activity on the development of cognitive, emotional and physical domains of children’s self-regulation skills. Journal of Childhood Health and Education. 6(2),
URL: http://jeche.ir/article-1-288-en.html
URL: http://jeche.ir/article-1-288-en.html
1- Alzahra Uni
2- Malaysia Uni
2- Malaysia Uni
Abstract: (9 Views)
Introduction: Self-regulation includes control over behavior, cognition, emotions, and movement. Physical activity is important for optimal cognitive function and behavior. The aim of the present study was to investigate the effect of physical activity on the development of cognitive, emotional and physical domains of children's self-regulation skills.
Research Method: This research is semi-experimental and the participants included 32 boy students in the age group of 8-9 years old, who were randomly divided into two experimental and control groups. In the pre-test, the subjects finished a challenging path with obstacles and using the challenge response scale, cognitive, emotional and physical domains of self-regulation skills were measured. Then, the experimental group did physical activity, as well as elementary school games, during 12 sessions of 45 minutes. The control group did not have an exercise program. Finally ,the post-test was taken from both groups under the same conditions as the pre-test.
Results: The results of Mann Whitney U Test and Wilcoxon Rank Sum tests revealed that experimental groups of physical activity have a significant effect on the development of cognitive, emotional and physical domains of self-regulation skills (p≤0.05).Also, the results showed that physical activity has a significant effect on the development of the physical domain of self-regulation skills (p<0.05). But in terms of cognitive and emotional domains, no significant difference was observed (p<0.05).
Discussion: The participation of students in physical activity has led to the improvement of the cognitive, emotional and physical domains of self-regulation skills in the experimental groups, but its effect on the physical domain was greater than on other domains.
Research Method: This research is semi-experimental and the participants included 32 boy students in the age group of 8-9 years old, who were randomly divided into two experimental and control groups. In the pre-test, the subjects finished a challenging path with obstacles and using the challenge response scale, cognitive, emotional and physical domains of self-regulation skills were measured. Then, the experimental group did physical activity, as well as elementary school games, during 12 sessions of 45 minutes. The control group did not have an exercise program. Finally ,the post-test was taken from both groups under the same conditions as the pre-test.
Results: The results of Mann Whitney U Test and Wilcoxon Rank Sum tests revealed that experimental groups of physical activity have a significant effect on the development of cognitive, emotional and physical domains of self-regulation skills (p≤0.05).Also, the results showed that physical activity has a significant effect on the development of the physical domain of self-regulation skills (p<0.05). But in terms of cognitive and emotional domains, no significant difference was observed (p<0.05).
Discussion: The participation of students in physical activity has led to the improvement of the cognitive, emotional and physical domains of self-regulation skills in the experimental groups, but its effect on the physical domain was greater than on other domains.
Type of Study: Research |
Subject:
Special
Received: 2024/10/10 | Accepted: 2025/07/1 | Published: 2025/07/1
Received: 2024/10/10 | Accepted: 2025/07/1 | Published: 2025/07/1
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