Finding Our Balance: The Effects of Multiple Recess on Elementary Children Motor Competence and Executive Functioning Abilities

Autor/in	Campbell-Pierre, Daryl M., Sr.
Titel	Finding Our Balance: The Effects of Multiple Recess on Elementary Children Motor Competence and Executive Functioning Abilities
Quelle	(2023), (135 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Texas Christian University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-1688-8
Schlagwörter	Hochschulschrift; Dissertation; Recess Breaks; Elementary School Students; Psychomotor Skills; Executive Function; Physical Activity Level; Physical Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Aktive Pause; Psychomotorische Aktivität; Körpererziehung; Sportunterricht
Abstract	Unintentional Falls is the second leading cause of nonfatal injuries in the United States (U.S.). Sedentary behaviors are at an all-time high in schools leading to children not engaging in enough physical activity throughout their school day. Physical education and recess opportunities have decreased in school for the past ten years, leading to children having motor competence deficits and becoming victims of fall injuries due to the lack of physical activity exposure. A foreign motor competence assessment was identified that allows researchers and physical educators to evaluate motor competence abilities directly related to postural balance abilities called the "Korperkoordinationstest fur Kinder" (KTK). The KTK has been deemed a valid and reliable assessment tool in other countries but has not been used in the U.S. This raised whether the KTK can be a valid and reliable tool for physical education to evaluate typical and atypical school-aged children. Our first study examined if the KTK assessment tool is feasible and adaptable to administer in a U.S. physical education setting. We translated the scoring protocol, procedures, and scoresheet to be able to administer the KTK in a U.S. physical education setting. We found that the KTK was feasible to administer in a U.S. physical education setting by establishing a KTK implementation strategy, assessment time, and equipment availability. The KTK scoring protocol and procedures were used in Studies 2 and 3 to determine the fidelity of KTK in a U.S. physical education class and whether recess can impact children's MC abilities. In Study 2, we found that the KTK was a reliable assessment physical educators could administer with fidelity (validity), determining that the KTK is a valuable assessment tool to administer in a U.S. physical education class. In study 3, we found that when children are provided 60 minutes of recess a day can enhance their motor competence abilities compared to children receiving 30 or 20 minutes of recess daily. In conclusion, the KTK is a valid and reliable assessment tool in the U.S. The KTK can be used as an alternative tool to determine children's motor competence abilities related to postural balance abilities to identify children motor competence abilities. Additionally, recess can be used as an intervention to enhance children's motor competence abilities using the KTK assessment. For example, when children were given 60 minutes of recess daily, it allowed them to enhance their motor competence abilities compared to children receiving 30 or 20 minutes daily over an academic school year. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01