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Fostering Self‐Control Development With a Designed Intervention in Physical Education: A Two‐Year Class‐Randomized Trial.

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Title: Fostering Self‐Control Development With a Designed Intervention in Physical Education: A Two‐Year Class‐Randomized Trial.
Authors: Pesce, Caterina (AUTHOR), Lakes, Kimberley D. (AUTHOR), Stodden, David F. (AUTHOR), Marchetti, Rosalba (AUTHOR)
Source: Child Development. May/Jun2021, Vol. 92 Issue 3, p937-958. 22p. 2 Diagrams, 2 Charts, 2 Graphs.
Subjects: Physical education research, Child development research, Executive function, Self-control, Temper, Anger
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. [ABSTRACT FROM AUTHOR]
Copyright of Child Development is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Fostering Self‐Control Development With a Designed Intervention in Physical Education: A Two‐Year Class‐Randomized Trial.
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  Data: <searchLink fieldCode="AR" term="%22Pesce%2C+Caterina%22">Pesce, Caterina</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lakes%2C+Kimberley+D%2E%22">Lakes, Kimberley D.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Stodden%2C+David+F%2E%22">Stodden, David F.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Marchetti%2C+Rosalba%22">Marchetti, Rosalba</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Child+Development%22">Child Development</searchLink>. May/Jun2021, Vol. 92 Issue 3, p937-958. 22p. 2 Diagrams, 2 Charts, 2 Graphs.
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  Data: <searchLink fieldCode="DE" term="%22Physical+education+research%22">Physical education research</searchLink><br /><searchLink fieldCode="DE" term="%22Child+development+research%22">Child development research</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+function%22">Executive function</searchLink><br /><searchLink fieldCode="DE" term="%22Self-control%22">Self-control</searchLink><br /><searchLink fieldCode="DE" term="%22Temper%22">Temper</searchLink><br /><searchLink fieldCode="DE" term="%22Anger%22">Anger</searchLink>
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  Label: Abstract
  Group: Ab
  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Child Development is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/cdev.13445
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        Text: English
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      – SubjectFull: Physical education research
        Type: general
      – SubjectFull: Child development research
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      – SubjectFull: Executive function
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              Text: May/Jun2021
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              Y: 2021
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