Volume 6, Issue 2 (Vol6,No2(20) 2025)
2025, 6(2): 0-0 |
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Ethics code: IR.ALZAHRA.REC.1401.113
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masoudnia M, Rahavi Ezabadi R, Khalil Marandi P. (2025). Effect of physical activity on children's self-regulation skills in three domains: cognitive, emotional, and physical. 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- Master of Motor Behavior, Faculty of Sport Sciences, Alzahra University, Tehran, Iran
2- Acossaite professor, Department of Motor Behavior, Faculty of Sport Sciences, Alzahra University, Tehran, Iran
3- PhD, Department of Sport and Management, Faculty of Education, University Kebangsaan Malaysia, Malaysia
2- Acossaite professor, Department of Motor Behavior, Faculty of Sport Sciences, Alzahra University, Tehran, Iran
3- PhD, Department of Sport and Management, Faculty of Education, University Kebangsaan Malaysia, Malaysia
Abstract: (618 Views)
Background and Aim: Self-regulation includes the skill of controlling behavior, cognition, emotions, and movement. Therefore, this skill can be taught to children to improve functional domains. The present study aims to investigate the effect of physical activity on the development of different domains of children's self-regulation skills.
Research Methods: This work followed the protocols of a semi-experimental study, and the statistical population consisted of boys aged 8-9 years. The participants included 32 students who were selected through convenience sampling and participated in the study. They were randomly divided into two experimental and control groups. In the pre-test, the subjects completed a challenging obstacle course and were assessed using the Challenge Response Scale, which measures self-regulation skills in cognitive, emotional, and physical domains. Then, the experimental group participated in physical activity and various types of elementary school games for 12 sessions, each lasting 45 minutes. The control group did not engage in any training program. Finally, a post-test was taken from both groups under the same conditions as the pre-test. Non-parametric Wilcoxon and Mann-Whitney U tests were used to analyze the data.
Results: The results of the Mann-Whitney U test revealed that there was a significant difference between the experimental and control groups only in the physical domain. However, the results of the Wilcoxon test indicated that there was a significant difference between the pre-test and post-test of the experimental group in all three cognitive, emotional, and physical domains. However, these values were not significant in the control group.
Discussions: The results indicated that physical activity influenced the improvement of cognitive, emotional, and physical domains of self-regulation skills. In fact, students' participation in physical activity leads to improvement in various domains of self-regulation skills, especially the physical domain. Therefore, games and physical activity can be a suitable strategy for the development of these skills.
Research Methods: This work followed the protocols of a semi-experimental study, and the statistical population consisted of boys aged 8-9 years. The participants included 32 students who were selected through convenience sampling and participated in the study. They were randomly divided into two experimental and control groups. In the pre-test, the subjects completed a challenging obstacle course and were assessed using the Challenge Response Scale, which measures self-regulation skills in cognitive, emotional, and physical domains. Then, the experimental group participated in physical activity and various types of elementary school games for 12 sessions, each lasting 45 minutes. The control group did not engage in any training program. Finally, a post-test was taken from both groups under the same conditions as the pre-test. Non-parametric Wilcoxon and Mann-Whitney U tests were used to analyze the data.
Results: The results of the Mann-Whitney U test revealed that there was a significant difference between the experimental and control groups only in the physical domain. However, the results of the Wilcoxon test indicated that there was a significant difference between the pre-test and post-test of the experimental group in all three cognitive, emotional, and physical domains. However, these values were not significant in the control group.
Discussions: The results indicated that physical activity influenced the improvement of cognitive, emotional, and physical domains of self-regulation skills. In fact, students' participation in physical activity leads to improvement in various domains of self-regulation skills, especially the physical domain. Therefore, games and physical activity can be a suitable strategy for the development of these skills.
Keywords: Children, Cognitive domain, Physical domain, Emotional domain, Self-regulation skills, Physical activity
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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