scholarly journals Memories of school recess predict physical activity enjoyment and social-emotional well-being in adults

2021 ◽  
Vol 55 ◽  
pp. 101948
Author(s):  
William V. Massey ◽  
Alexandra Szarabajko ◽  
Janelle Thalken ◽  
Deanna Perez ◽  
Sean P. Mullen
Keyword(s):  
Physical Activity ◽  
Well Being ◽  
Social Emotional ◽  
School Recess ◽  
Activity Enjoyment

scholarly journals Memories of School Recess Predict Physical Activity Enjoyment and Social-Emotional Well-being in Adults

2020 ◽  
Author(s):  
William Massey ◽  
Alexandra Szarabajko ◽  
Janelle Thalken ◽  
Deanna Perez ◽  
Sean Patrick Mullen
Keyword(s):  
Physical Activity ◽  
Social Isolation ◽  
Structural Equation ◽  
Well Being ◽  
Equation Modeling ◽  
Activity Levels ◽  
Social Emotional ◽  
School Recess ◽  
Meaning And Purpose ◽  
Activity Enjoyment

School recess can provide social, emotional, and physical benefits for children. Yet, not all children experience recess the same, as inequity in access to recess and variability in the quality of recess exist. Researchers have yet to understand the long-term implications of recess experiences on adult well-being and physical activity behaviors. The purpose of this study was to explore the inter-relationships between memories of recess, physical activity, and social-emotional well-being. A total of 514 adults between the ages of 19 and 79 (M = 45.56; SD = 15.62) were surveyed via Prolific, a web-based research platform. Participants were asked about their memories of recess enjoyment and recess exclusion, physical activity levels, physical activity enjoyment, social isolation, social role satisfaction, and sense of meaning and purpose. Structural equation modeling analysis showed that memories of recess enjoyment was associated with meaning and purpose (β = .140, p < .05) and PA enjoyment (β = .209, p < .05). Furthermore, recess exclusion predicted current social isolation (β = .300, p< .05) and was negatively associated with recess enjoyment (β = -.445, p< .05). Findings highlight the importance of childhood recess experiences and its impact on subsequent physical activity behaviors, social isolation, and meaning and purpose later in life. Consistent with other research, early positive activity experiences, in the form of recess, appears to provide more assurances that one will engage in healthier lifestyle behaviors and more favorable psycho-socio-emotional profiles in adulthood.

Developing an Intentionally Designed Physical Activity Model of Programming for Children’s Structured Recreation in Canada

2022 ◽  
Author(s):  
Nadine Van Wyk ◽  
Nicole Taylor McCallum ◽  
Larry Katz
Keyword(s):  
Physical Activity ◽  
Well Being ◽  
The Body ◽  
Full Potential ◽  
Social Emotional ◽  
Physical Literacy ◽  
Motor Proficiency ◽  
Parks And Recreation ◽  
Fundamental Movement Skills ◽  
Playing Time

Sport and education organizations have established models to ensure that coaches and teachers understand the physical, social, emotional and mental development of children. Such pathways of intentionally designed models fail to exist in the recreation sector where many physical activity (PA) programs are mainly developed based on convenience and instructor availability rather than on established credentials and current pedagogy practices. Addressing this gap, this paper explores the creation of an intentionally designed model of programming for children’s structured recreation, which is defined as sport or PA-based programs that are planned and led by an instructor. This proposed model is contextualized within the province of Alberta, but may be applicable across the nation. The authors further define “intentionally designed” as the development of purposeful programming with specific objectives that align with outside sources. One such source comes from the Canadian Parks and Recreation Association, who has created a Canadian Recreation Framework, an initiative to ultimately develop the well-being of all Canadians. The proposed, structured recreation model also incorporates several guiding principles including physical literacy and sport philosophy. Physical Literacy (PL) focuses on the lived body as the embodied dimension of our human experience, and how it can be enriched through various experiences that enable us to reach our full potential (Whitehead, 2007). It is about viewing the body holistically rather than separate from the entire being. By planning diverse PA in four environments, including land, water, air, and ice, the model also aligns with the sports sector and its philosophy of developing both fundamental movement skills and fundamental sport skills. Moreover, with allocated playing time, intentionally designed structured lesson plans, and one consistent leader in each activity, the model aims to increase the participants’ motor proficiency and levels of PA while building their confidence and competence across distinct exercises. The execution of the proposed recreation model involves a four-month program where participants rotate to a different PA environment each month and attend two classes per week, cumulating in 32 total classes. Management implications are discussed to determine how recreational professionals can achieve the intended outcomes of the model. Finally, further research is necessary to determine if this model can increase participants’ motor proficiency and positively influence physical activity behaviors in the recreation sector.

scholarly journals Beneficios psicológicos de la actividad física en el trabajo de un centro educativo (Psychological benefits of physical activity in an educational center work)

Retos ◽  
2016 ◽  
pp. 203-206 ◽  
Author(s):  
Pedro Reynaga-Estrada ◽  
Ernesto Iván Arévalo Vázquez ◽  
Ángel María Verdesoto Gáleas ◽  
Ivonne Michel Jiménez Ortega ◽  
María De Lourdes Preciado Serrano ◽  
...  
Keyword(s):  
Physical Activity ◽  
Well Being ◽  
Survey Method ◽  
Psychological Benefits ◽  
Body Perception ◽  
Quality Of Working Life ◽  
Calidad De Vida ◽  
Integral Education ◽  
Activity Enjoyment

El presente estudio tuvo el objetivo de describir los factores psicológicos de la práctica de la actividad física en el ámbito laboral, caracterizando la percepción de los beneficios psicológicos de la actividad física en el trabajo. Utilizando un Cuestionario de datos socio- demográficos y deportivos; la Escala de Disfrute de la Actividad Física (PACES: Physical Activity Enjoyment Scale) y la Escala de Beneficios Psicológicos de la Actividad Física y Deportiva (EBEPAFyD), mediante el método de encuesta, se analizaron las variables sociodemográficas y de actividad física, el grado de frecuencia percibido sobre los beneficios psicológicos y la respuesta actitudinal del disfrute hacia la experiencia de la práctica de la actividad física enfocada al rendimiento y a la calidad de vida laboral, aplicándose a 37 trabajadores de un Centro de Educación Integral. Los resultados indican que a pesar de que es una población sedentaria, existen respuestas actitudinales en niveles positivos de disfrute, gusto, agrado, diversión, energía y sensación de bienestar corporal proporcionados por la práctica de la actividad física. Entre las principales conclusiones se destaca que a nivel cognitivo-afectivo aumentan las percepciones positivas sobre los beneficios psicológicos: mejora la autoestima; la percepción corporal; la sensación saludable; y los niveles de activación. Así mismo, se percibe disminución del estrés, de la tensión nerviosa, de la depresión y el cansancio.Abstract. This study aims to describe the psychological factors of physical activity practice at workplace, characterizing the perception of psychological benefits of physical activity at work. We used a socio-demographic and sports questionnaire data; the Physical Activity Enjoyment Scale (PACES) and the Scale of Psychological Benefits of Physical Activity and Sport (EBEPAFyD) were applied. We used the survey method to analyze sociodemographic and physical activity variables, perceived frequency degree of psychological benefits, and behavioral response of enjoyment of the experience of physical activity practice, focusing on performance and quality of working life. Surveys were applied to 37 workers of a Centre for Integral Education. Results indicate that although this sample is sedentary, there are positive attitudinal responses of enjoyment, pleasure, fun, energy, and sense of physical well-being provided by practicing physical activity. Among the key findings, we can highlight an increase of positive perceptions about the psychological benefits at a cognitive-affective level: improved self-esteem; body perception; healthy feeling; and activation levels. At the same time, results show perceived decreased stress, depression and fatigue.

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