Fostering Self-Control Development With a Designed Intervention in Physical Education: A Two-Year Class-Randomized Trial.
Child Dev
; 92(3): 937-958, 2021 05.
Article
en En
| MEDLINE
| ID: mdl-32840871
ABSTRACT
This study evaluated whether a theory-based intervention in physical education (PE) designed to train self-control may positively impact children's quick-temperedness and disruptiveness and whether changes in executive functions (EFs) may be a correlate or antecedent of such effects. One hundred and sixteen children aged 8-9 years participated in a 2-year intervention and completed three assessments at baseline, 6- and 18-month follow-ups in quick-temperedness and disruptiveness, hot and cool EFs. After the intervention, children in the intervention group showed lower quick-temperedness and disruptiveness and improvement in hot EF. Changes over the intervention period were moderately associated and showed marginal evidence of causal ordering, suggesting that designed PE may benefit self-control through a possible linkage to hot EF improvement.
Texto completo:
1
Bases de datos:
MEDLINE
Asunto principal:
Educación y Entrenamiento Físico
/
Autocontrol
Tipo de estudio:
Clinical_trials
Límite:
Child
/
Humans
Idioma:
En
Revista:
Child Dev
Año:
2021
Tipo del documento:
Article