scholarly journals The Effects of Handicapped Training Program in an Integrated Physical Education Class: Examining the Social Development of Non-disabled Elementary School Children

2009 ◽  
Vol 13 (4) ◽  
pp. 737-753
Author(s):  
박용연
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
Social Development ◽  
Training Program ◽  
School Children ◽  
Elementary School Children ◽  
Physical Education Class ◽  
Education Class ◽  
The Social

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 

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.

scholarly journals Hubungan Kebiasaan Bermain Video Game dengan Perkembangan Sosial Anak Sekolah Dasar (SD)

JKEP ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 66-80
Author(s):  
Suliswati Suliswati ◽  
Indriana Rakhmawati
Keyword(s):  
Elementary School ◽  
Video Games ◽  
Social Development ◽  
School Children ◽  
Video Game ◽  
Elementary School Children ◽  
Negative Impact ◽  
School Students ◽  
The Social ◽  
Social Achievement

The negative impact of playing video games can cause addiction, which affects the lack of socialization of children with peers. This study aims to determine the relationship between the habit of playing video games and the social development of elementary school children. The research design was crossectional. The research sample was 92 elementary school students in grades 4, 5 and 6. Sampling was done randomly. The results showed a significant relationship between the habit of playing video games with social development which included: length of play time 1.5 hours (p = 0.048), more than 2 hours (p = 0.048), playing game every day (p = 0.017), playing game every weekend (p = 0.013), and age of respondents (p = 0.019). Playing video games for 1.5 -> 2 hours has a very dominant relationship with the social development of elementary school children with an OR of 6.995. This showed that elementary school children who play video games for 1.5 -> 2 hours have a tendency to lack social achievement of 6 to 7 times. The conclusion is the length of the habit of playing video games which includes; the duration of playing video game of 1.5 -> 2 hours, the frequency of playing every week and every weekend, the age of elementary school children at elementry school has an impact on the lack of social development of children. Monitoring of parents on the habits of children playing video games must be done.

scholarly journals Developmental relations between motivation types and physical activity in elementary school children (1)

2019 ◽  
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Physical Education ◽  
Measurement Invariance ◽  
School Children ◽  
Elementary School Children ◽  
Growth Models ◽  
Developmental Trajectories ◽  
Autonomous Motivation ◽  
Multiple Group

Objectives: The objectives of this study were to observe the developmental trajectories of motivation types among young children from 8 to 12 years using a more comprehensive scale of physical education motivation. We also tested the relations between these trajectories and objective physical activity during this period. Design: Students in grades 5–7 (n=1202; 51.2% boys) were recruited from 17 elementary schools. Three cohorts completed the motivation questionnaire four times and objective physical activity was measured up to four times over a two years school period. Method: Measurement invariance of the scale was tested across cohorts and occasions. Multiple group multiple cohort growth models were estimated to determine motivation types trajectories. Regression models were then built to predict children’s slope of MVPA during this period. Results: We provided strong measurement invariance to a new and more comprehensive scale of PE motivation. Latent growth curve modeling indicated trajectories that decrease on average for all forms of motivations at this early age. Results also revealed some relations between motivation’s scores and objective physical activity trajectories, especially with autonomous motivation. Conclusions: Our study revealed the earliest decline of motivation towards physical education to have ever been highlighted in elementary school children. Relations between trajectory of intrinsic stimulation and PA behavior permitted us to highlight the possible role of autonomous motivation in minimizing the decline of children’s PA behavior during PE lesson.

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