Before-School Physical Activity Program's Impact on Social and Emotional Learning

Tan Leng Goh; Chee Hoi Leong; Marybeth Fede; Carol Ciotto

doi:10.1111/josh.13167

Before-School Physical Activity Program's Impact on Social and Emotional Learning

J Sch Health. 2022 Jul;92(7):674-680. doi: 10.1111/josh.13167. Epub 2022 Mar 5.

Authors

Tan Leng Goh¹, Chee Hoi Leong¹, Marybeth Fede², Carol Ciotto³

Affiliations

¹ Department of Physical Education and Human Performance, Central Connecticut State University, 1615 Stanley Street, New Britain, CT, 06050, USA.
² Department of Health and Movement Sciences, Southern Connecticut State University, 501 Crescent Street, New Haven, CT, 06515, USA.
³ School of Education and Professional Studies, Central Connecticut State University, 1615 Stanley Street, New Britain, CT, 06050, USA.

PMID: 35246982
DOI: 10.1111/josh.13167

Abstract

Background: Despite the positive impact of social and emotional learning (SEL) on the emotional well-being of children, literature on physical activity engagement and SEL among this population has been limited. Therefore, the purpose of this study was to examine whether school students' SEL would improve after participation in a before-school physical activity program.

Methods: A total of 138 fourth and sixth grade students from 1 elementary school and 1 middle school participated in this study. Seventy-five students participated in the before-school physical activity program, while 63 students were in the control group. The physical education teachers implemented the program 3 days per week, for 3 weeks. The participants completed a 10-question adapted Devereux Student Strengths Assessment-Mini before and after the program. Repeated measures ANOVA was run to determine the effects of the program on SEL competence.

Results: The fourth and sixth grade students who participated in the program reported a 7 and 10% improvement in pre- versus post-intervention SEL competence, respectively. Students in the control group reported no change in their SEL competence.

Conclusion: Considering the benefits of a before-school physical activity program on students' SEL, stakeholders should consider including more physical activity programming within school policies.

Keywords: elementary school; middle school; physical education; social-emotional competence.

Publication types

Research Support, Non-U.S. Gov't

MeSH terms

Child
Emotions
Exercise
Humans
Schools*
Social Skills
Students* / psychology