The effect of physical activities based on physical literacy on the development of different areas of students' self-regulation skills
Poster Presentation
Paper ID : 1235-SSRC
Authors
1Master of Motor behavior, Faculty of Physical Education and Sports Science, Alzahra University, Tehran, Iran.
2Department of Motor behavior, Faculty of Physical Education and Sports Science, Alzahra University, Tehran, Iran
3Department of Sport and Management, Faculty of Education, University Kebangsaan Malaysia, Malaysia
Abstract
Background: Self-regulation includes control over behavior, cognition, emotions and movement. Physical activity is important for optimal cognitive function and behavior. Physical activity can directly affect self-regulation skills. The cognitive, emotional and physical field of self-regulation skill also includes the ability to control and manage emotions, thoughts and behavior, so it is possible that physical activity based on physical literacy can facilitate the improvement of self-regulation fields.
Purpose: The purpose of this research was to investigate the impact of physical activities based on physical literacy on the growth of cognitive, emotional and physical domains of self-regulation skills of 8-9 year old students.
Procedure: 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 completed the challenging obstacle course, and the cognitive, emotional, and physical domains of self-regulation skills were measured using the Response to Challenge Scale (RCS). Then the experimental group participated in elementary school games and sports program based on physical literacy based on (acording to) Cecil and Horwitz's plan 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 Wilcoxon and Mann-Whitney U tests showed that experimental groups of physical activity based on physical literacy have a significant effect on the development of cognitive, emotional and physical areas of self-regulation skills (p≤0.05). Also, the results revealed that physical activity based on physical literacy has a significant effect on the development of the physical domain of self-regulation skills (p<0.05), but no significant difference was observed in terms of cognitive and emotional domains (p<0.05).
Conclusion: Students' participation in physical activities based on physical literacy has led to the improvement of cognitive, emotional and physical self-regulation skills. But in the experimental groups, their impact on the cognitive and emotional domains was more than the physical one.
Purpose: The purpose of this research was to investigate the impact of physical activities based on physical literacy on the growth of cognitive, emotional and physical domains of self-regulation skills of 8-9 year old students.
Procedure: 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 completed the challenging obstacle course, and the cognitive, emotional, and physical domains of self-regulation skills were measured using the Response to Challenge Scale (RCS). Then the experimental group participated in elementary school games and sports program based on physical literacy based on (acording to) Cecil and Horwitz's plan 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 Wilcoxon and Mann-Whitney U tests showed that experimental groups of physical activity based on physical literacy have a significant effect on the development of cognitive, emotional and physical areas of self-regulation skills (p≤0.05). Also, the results revealed that physical activity based on physical literacy has a significant effect on the development of the physical domain of self-regulation skills (p<0.05), but no significant difference was observed in terms of cognitive and emotional domains (p<0.05).
Conclusion: Students' participation in physical activities based on physical literacy has led to the improvement of cognitive, emotional and physical self-regulation skills. But in the experimental groups, their impact on the cognitive and emotional domains was more than the physical one.
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