Fostering Holistic Development with a Designed Multisport Intervention in Physical Education: A Class-Randomized Cross-Over Trial
| Autor: | Antonio De Fano, Caterina Pesce, Tal Dotan Ben-Soussan, Giancarlo Condello, Emiliano Mazzoli, Ilaria Masci, Rosalba Marchetti |
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| Rok vydání: | 2021 |
| Předmět: |
enrichment
Adolescent Health Toxicology and Mutagenesis media_common.quotation_subject Emotions Applied psychology physical activity Context (language use) Empathy Life skills Article Physical education Executive Function Child Development children Humans hybridization media_common Cross-Over Studies Physical Education and Training social emotional skills Holistic education Public Health Environmental and Occupational Health Cognition motor competence Prosocial behavior Motor Skills Medicine life skills Psychology Positive Youth Development |
| Zdroj: | International Journal of Environmental Research and Public Health International Journal of Environmental Research and Public Health, Vol 18, Iss 9871, p 9871 (2021) Volume 18 Issue 18 |
| ISSN: | 1660-4601 |
| DOI: | 10.3390/ijerph18189871 |
| Popis: | Physical education (PE) is acknowledged as a relevant context for holistic child and youth development promotion. However, interventional research mostly builds on individual theories focused on specific outcome domains. This study presents a multisport enriched PE intervention that capitalizes on the intersection of different theory-based approaches to motor, cognitive and socio-emotional skills development promotion. With a cross-over design, 181 fifth graders, coming from a past class-randomized trial of enriched or traditional PE in their 1st–3rd grade, were stratified (based on their previous PE experience) and class-randomized to multisport enriched PE or control group. They completed pre-post assessments in motor and sport skills, cool (inhibition, working memory) and hot (decision making) executive functions, prosocial (empathy, cooperation) and antisocial (quick-temperedness, disruptiveness) behaviors. Children in the enriched PE group showed advantages in motor and prosocial skills after the intervention, which were linked by a mediation path, and an interactive effect of past and actual PE experience on decision making but no differential effects on other variables. The results suggest that a PE intervention designed with an integrative theory base, although not allowing disentangling the contribution of individual components to its efficacy, may help pursue benefits in motor and non-motor domains relevant to whole-child development. |
| Databáze: | OpenAIRE |
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