The Self-Regulation and Perception of Exercise Intensity in Children in a Field Setting

1999 ◽  
Vol 11 (1) ◽  
pp. 32-43 ◽  
Author(s):  
Robin D. Cowden ◽  
Sharon A. Plowman
Keyword(s):  
Elementary School ◽  
School Children ◽  
Exercise Intensity ◽  
Elementary School Children ◽  
Self Regulation ◽  
Heart Rate Monitoring ◽  
Physical Education Class ◽  
Education Class ◽  
Field Setting ◽  
Effort Rating

This study examined whether elementary school children (n = 104, M = 59, F = 45) could learn to self-reguiate exercise intensity and provide consistent and accurate perceptual estimates of sell-regulated exercise in the field setting of a physical education class. Five training sessions involving heart rate monitoring (HRM), introduction to the Children’s Effort Rating Table (CERT), and feedback from the researcher preceded two testing sessions (Trial 1 [Tl] and Trial 2 [T2]). Sixty-two percent of the subjects were able to set their intensity within the HR range for Tl, but only 40% did so for both trials. Validity coefficients between HR and CERT were low (r = –.10 to –.18) and intraclass reliability for CERT was only moderate (Tl, R = .67; T2, R = .56). The data indicate that elementary school children could neither consistently self-regulate exercise intensity nor provide valid or reliable CERT estimation responses for self-determined activity.

A New Strategy to Assess Self-Regulation of Food Intake among Elementary School Children

2019 ◽  
Vol 119 (9) ◽  
pp. A27
Author(s):  
A. Macchi ◽  
C. Coccia ◽  
P. Lovan ◽  
J. Coto ◽  
A. Garcia ◽  
...  
Keyword(s):  
Elementary School ◽  
Food Intake ◽  
School Children ◽  
Elementary School Children ◽  
Self Regulation ◽  
New Strategy

Construction of Self-Regulation Questionnaire for Japanese Elementary School Children

1998 ◽  
Vol 86 (3) ◽  
pp. 827-833 ◽  
Author(s):  
Sakae Nakata ◽  
Kunio Shiomi
Keyword(s):  
Decision Making ◽  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Self Regulation ◽  
Factor Analyses ◽  
Self Disclosure ◽  
Construction Of Self ◽  
Assessment Factor

The purpose of this investigation was to identify factors of self-regulation in 1307 Japanese elementary school children from Grades 3 to 6 and to develop a questionnaire for assessment. Factor analyses gave four factors on self-regulation named Permissiveness, Self-disclosure, Decision Making, and Uniqueness. Correlations among factors showed differences based on grade and sex. The interactions among factors were discussed.

scholarly journals The Academic Self-Regulation Questionnaire: a study with Portuguese elementary school children

2019 ◽  
Vol 32 (1) ◽  
Author(s):  
Marta Gomes ◽  
Vera Monteiro ◽  
Lourdes Mata ◽  
Francisco Peixoto ◽  
Natalie Santos ◽  
...  
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Self Regulation

scholarly journals The Impact of Gadget Use on Psychological Development in Elementary School Children

2021 ◽  
Vol 8 (8) ◽  
pp. 314-318
Author(s):  
Rika Widya ◽  
Salma Rozana ◽  
Munisa .
Keyword(s):  
Elementary School ◽  
Parental Involvement ◽  
Moral Development ◽  
School Children ◽  
Learning Process ◽  
Elementary School Children ◽  
Negative Impact ◽  
Self Regulation ◽  
Psychological Development ◽  
The Impact

This paper discussed strategies and solutions that are carried out related to technology equality, namely technology, must be used by all students and potentially supervised by parents, appropriate assessments, preparing enrichment modules, and other things that can enrich literacy. Before learning, some teachers negotiate with students regarding the agreement on using the platform used in learning. Many platforms can be used in online learning, so it can be unclear if they do not focus on a particular platform. In addition to negotiations, it also aims to ensure that all students can access the same technology to support distance learning. Self-regulation is also an effort if it turns out that parental involvement is very weak in the learning process. However, parental involvement in the child's learning process is a must. This study describes how gadgets (positive and negative impacts) impact the mental development of children of developing age in kindergarten and elementary school at the Prof Kadirun Yahya foundation. A qualitative approach research method in this research and be used to examine a condition of a natural object, the researcher as a key instrument, data collection techniques are carried out by triangulation (observation, interviews, documentation), and the results of qualitative research are to understand the meaning, uniqueness, construct phenomena, and find hypotheses. The results of this study are that the use of gadgets has an impact on the psychological development of elementary school children. In this study, five kindergarten children and five elementary school children who used gadgets with a duration of more than 2 hours per day experienced behavioral changes. The impact is positive; children; children are easy to find information about learning and make it easier to communicate with friends. However, the negative impact of gadgets affects psychological development, especially aspects of emotional growth and moral development. In emotional growth, children who use gadgets become irritable, rebellious, imitate behavior in gadgets, and talk to themselves on gadgets. While the effect on moral development impacts discipline, children become lazy to do anything, leave their obligations to worship, and reduce learning time due to playing games and watching YouTube too often. Keywords: Effect Technologies, Children, Impact Positive and Negative.

scholarly journals Representações das crianças sobre o brincar na escola

2017 ◽  
Vol 30 (2) ◽  
pp. 203
Author(s):  
Míriam Stock Palma
Keyword(s):  
Physical Education ◽  
School Children ◽  
Elementary School Children ◽  
Body Movement ◽  
Rio Grande ◽  
Rio Grande Do Sul ◽  
Physical Education Class ◽  
Porto Alegre ◽  
Education Class ◽  
Childhood Play

O objetivo desta investigação foi compreender as representações das crianças sobre o brincar em diferentes espaços escolares, nomeadamente no recreio, na sala de aula e na aula de Educação Física. A partir da análise das entrevistas realizadas a 106 crianças, entre os 5 e os 12 anos de idade, numa escola da rede pública de Porto Alegre, Rio Grande do Sul, Brasil, verificou-se que as brincadeiras prediletas são as que implicam movimento e ocorrem, em grupo, no espaço de recreio da escola. As crianças que frequentam o Jardim de Infância afirmam que brincam em sala de aula, enquanto as que frequentam o Ensino Fundamental declaram não brincar ou brincar pouco nesse espaço. Nas aulas de Educação Física elas realizam brincadeiras diversificadas, muitas das quais coincidem com as suas preferidas. Palavras-chave: Infância; Brincadeiras; Educação ABSTRACTThe purpose of this study was to understand children’s representations about playing in different spaces at school, namely in the playground, in the classroom and in Physical Education class. From the analysis of the interviews with 106 children, aged between 5-12, who attended a public school in Porto Alegre, Rio Grande do Sul, Brazil, we verified that their favorite games were those which demanded body movement and were played in big groups during recess in the playground. Kindergarden children stated that they play in their classrooms, while Elementary School children said they don’t play or play very little in their classrooms. Children play diverse games in Physical Education classes, many of which coincide with their favorite ones. Keywords: Childhood; Play; Education 

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