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Effects of a Physical Education Program on Physical Activity and Emotional Well-Being among Primary School Children

Author

Listed:
  • Irina Kliziene

    (Educational Research Group, Institute of Social Science and Humanity, Kaunas University of Technology, Kaunas 44249, Lithuania)

  • Ginas Cizauskas

    (Department of Mechanical Engineering, Faculty of Mechanical Engineering and Design, Kaunas University of Technology, Kaunas 51424, Lithuania)

  • Saule Sipaviciene

    (Department of Applied Biology and Rehabilitation, Lithuanian Sports University, Kaunas 44221, Lithuania)

  • Roma Aleksandraviciene

    (Department of Coaching Science, Lithuanian Sports University, Kaunas 44221, Lithuania
    Sports Centre, Vytautas Magnus University, Kaunas 51211, Lithuania)

  • Kristina Zaicenkoviene

    (Department of Coaching Science, Lithuanian Sports University, Kaunas 44221, Lithuania)

Abstract

(1) Background: It has been identified that schools that adopt at least two hours a week of physical education and plan specific contents and activities can achieve development goals related to physical level, such as promoting health, well-being, and healthy lifestyles, on a personal level, including bodily awareness and confidence in physical skills, as well as a general sense of well-being, greater security and self-esteem, sense of responsibility, patience, courage, and mental balance. The purpose of this study was to establish the effect of physical education programs on the physical activity and emotional well-being of primary school children. (2) Methods: The experimental group comprised 45 girls and 44 boys aged 6–7 years (First Grade) and 48 girls and 46 boys aged 8–9 years (Second Grade), while the control group comprised 43 girls and 46 boys aged 6–7 years (First Grade) and 47 girls and 45 boys aged 8–9 years (Second Grade). All children attended the same school. The Children’s Physical Activity Questionnaire was used, which is based on the Children’s Leisure Activities Study Survey questionnaire, which includes activities specific to young children (e.g., “playing in a playhouse”). Emotional well-being status was explored by estimating three main dimensions: somatic anxiety, personality anxiety, and social anxiety. The Revised Children’s Manifest Anxiety Scale (RCMAS) was used. (3) Results: When analysing the pre-test results of physical activity of the 6–7- and 8–9-year-old children, it turned out that both the First Grade (92.15 MET, min/week) and Second Grade (97.50 MET, min/week) participants in the experimental group were physically active during physical education lessons. When exploring the results of somatic anxiety in EG (4.95 ± 1.10 points), both before and after the experiment, we established that somatic anxiety in EG was 4.55 ± 1.00 points after the intervention program, demonstrating lower levels of depression, seclusion, somatic complaints, aggression, and delinquent behaviours (F = 4.785, p < 0.05, P = 0.540). (4) Conclusions: We established that the properly constructed and purposefully applied eight-month physical education program had positive effects on the physical activity and emotional well-being of primary school children (6–7 and 8–9 years) in three main dimensions: somatic anxiety, personality anxiety, and social anxiety. Our findings suggest that the eight-month physical education program intervention was effective at increasing levels of physical activity. Changes in these activities may require more intensive behavioural interventions with children or upstream interventions at the family and societal levels, as well as at the school environment level. These findings have relevance for researchers, policy makers, public health practitioners, and doctors who are involved in health promotion, policy making, and commissioning services.

Suggested Citation

  • Irina Kliziene & Ginas Cizauskas & Saule Sipaviciene & Roma Aleksandraviciene & Kristina Zaicenkoviene, 2021. "Effects of a Physical Education Program on Physical Activity and Emotional Well-Being among Primary School Children," IJERPH, MDPI, vol. 18(14), pages 1-14, July.
  • Handle: RePEc:gam:jijerp:v:18:y:2021:i:14:p:7536-:d:594818
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    References listed on IDEAS

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    1. Yuki Hikihara & Chiaki Tanaka & Yoshitake Oshima & Kazunori Ohkawara & Kazuko Ishikawa-Takata & Shigeho Tanaka, 2014. "Prediction Models Discriminating between Nonlocomotive and Locomotive Activities in Children Using a Triaxial Accelerometer with a Gravity-removal Physical Activity Classification Algorithm," PLOS ONE, Public Library of Science, vol. 9(4), pages 1-11, April.
    2. Karim Abu-Omar & Alfred Rütten & Ville Lehtinen, 2004. "Mental health and physical activity in the European Union," International Journal of Public Health, Springer;Swiss School of Public Health (SSPH+), vol. 49(5), pages 301-309, October.
    3. Irina Kliziene & Ginas Cizauskas & Aldona Augustiniene & Saule Sipaviciene & Roma Aleksandraviciene, 2020. "The Relationship between School Age Children’s Academic Performance and Innovative Physical Education Programs," Sustainability, MDPI, vol. 12(12), pages 1-13, June.
    4. Myrto F. Mavilidi & Kim Ouwehand & Nicholas Riley & Paul Chandler & Fred Paas, 2020. "Effects of An Acute Physical Activity Break on Test Anxiety and Math Test Performance," IJERPH, MDPI, vol. 17(5), pages 1-13, February.
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    1. Joanna Baran & Katarzyna Kalandyk-Osinko & Rafał Baran, 2022. "Does Prenatal Physical Activity Affect the Occurrence of Postnatal Anxiety and Depression? Longitudinal Study," IJERPH, MDPI, vol. 19(4), pages 1-12, February.

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