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Physical Activity Intensity, Self-Regulation, and School Readiness Indicators in Young Children

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Title: Physical Activity Intensity, Self-Regulation, and School Readiness Indicators in Young Children
Language: English
Authors: Kybartas, Tyler J. (ORCID 0000-0002-3873-1613), Oody, Jennifer F., Fairbrother, Jeffrey T., Durham, R. Sean, Coe, Dawn P.
Source: Early Child Development and Care. 2021 191(4):501-510.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 10
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Descriptors: Physical Activity Level, Exercise, Play, Self Management, School Readiness, Preschool Children, Kindergarten, Cognitive Ability, Correlation, Child Development, Laboratory Schools, Reggio Emilia Approach, Expressive Language
Assessment and Survey Identifiers: Bracken Basic Concept Scale
DOI: 10.1080/03004430.2019.1625896
ISSN: 0300-4430
Abstract: This study examined whether associations exist between PA intensity, self-regulation, and indicators of school readiness, a proxy for academic achievement, in young children. Thirty young children completed assessments of physical activity, school readiness indicators, and self-regulation. Physical activity intensity was classified as light, moderate or vigorous. School readiness indicators were assessed using expressive and receptive subtests. There were no associations between light and moderate physical activity, school readiness indicators, and self-regulation. Additionally, there was no association between vigorous activity and the receptive subtest of the school readiness indicators. Correlations were significant between vigorous activity, self-regulation, and expressive subtest. School indicator expressive scores and self-regulation were significantly predicted by the level of vigorous activity. Results suggest the existence of an intensity threshold influencing the PA, self-regulation, and school readiness association.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1290647
Database: ERIC
FullText Text:
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  Data: Physical Activity Intensity, Self-Regulation, and School Readiness Indicators in Young Children
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  Data: <searchLink fieldCode="AR" term="%22Kybartas%2C+Tyler+J%2E%22">Kybartas, Tyler J.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3873-1613">0000-0002-3873-1613</externalLink>)<br /><searchLink fieldCode="AR" term="%22Oody%2C+Jennifer+F%2E%22">Oody, Jennifer F.</searchLink><br /><searchLink fieldCode="AR" term="%22Fairbrother%2C+Jeffrey+T%2E%22">Fairbrother, Jeffrey T.</searchLink><br /><searchLink fieldCode="AR" term="%22Durham%2C+R%2E+Sean%22">Durham, R. Sean</searchLink><br /><searchLink fieldCode="AR" term="%22Coe%2C+Dawn+P%2E%22">Coe, Dawn P.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Early+Child+Development+and+Care%22"><i>Early Child Development and Care</i></searchLink>. 2021 191(4):501-510.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 10
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Physical+Activity+Level%22">Physical Activity Level</searchLink><br /><searchLink fieldCode="DE" term="%22Exercise%22">Exercise</searchLink><br /><searchLink fieldCode="DE" term="%22Play%22">Play</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22School+Readiness%22">School Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Ability%22">Cognitive Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink><br /><searchLink fieldCode="DE" term="%22Laboratory+Schools%22">Laboratory Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Reggio+Emilia+Approach%22">Reggio Emilia Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Expressive+Language%22">Expressive Language</searchLink>
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  Data: This study examined whether associations exist between PA intensity, self-regulation, and indicators of school readiness, a proxy for academic achievement, in young children. Thirty young children completed assessments of physical activity, school readiness indicators, and self-regulation. Physical activity intensity was classified as light, moderate or vigorous. School readiness indicators were assessed using expressive and receptive subtests. There were no associations between light and moderate physical activity, school readiness indicators, and self-regulation. Additionally, there was no association between vigorous activity and the receptive subtest of the school readiness indicators. Correlations were significant between vigorous activity, self-regulation, and expressive subtest. School indicator expressive scores and self-regulation were significantly predicted by the level of vigorous activity. Results suggest the existence of an intensity threshold influencing the PA, self-regulation, and school readiness association.
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  Data: 2021
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  Label: Accession Number
  Group: ID
  Data: EJ1290647
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        Value: 10.1080/03004430.2019.1625896
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      – Text: English
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      – SubjectFull: Physical Activity Level
        Type: general
      – SubjectFull: Exercise
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      – SubjectFull: Play
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      – SubjectFull: Self Management
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      – SubjectFull: School Readiness
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      – SubjectFull: Preschool Children
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      – SubjectFull: Kindergarten
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      – SubjectFull: Expressive Language
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      – SubjectFull: Bracken Basic Concept Scale
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      – TitleFull: Physical Activity Intensity, Self-Regulation, and School Readiness Indicators in Young Children
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