Effects Of Smart-quality Physical Education Intervention On Social-emotional Learning And Physical Activity In School-aged Children

Previousstudieshave focused on the effects of social–emotionallearning(SEL)and physicalactivity(PA)interventionson adolescents and young adults, withlimitedresearch examiningthese impactson young children. PURPOSE: To examinethe effectivenessof a 12–weekSmart–QPE (QualityPhysicalEducation)interventioninSEL and PA behaviorsinfourth– andsixth–gradestudents. METHODS: In thissingle–group,within–subjectstudy, 259 fourth– andsixth–gradestudents (meanage = 10 ± 0.77 years)from seven elementary and one middleschoolparticipatedinthisstudy. Students’ engagement inmoderate–to–vigorousphysicalactivity(MVPA)inQPE lessons was objectivelymeasured usingthe Heart Zone Move System over 12 weeks. Two weeks before (pre–test)and after (post–test)the 12–week Smart–QPE intervention,students completed the ModifiedPhysicalActivityQuestionnairefor Children(PAQ–C)toassess variousPA intensitylevels on a 5–pointLikertscale (higherscores indicatinghigheractivitylevels).They also completed a SEL Questionnairemeasuringfivedimensions:Self–Awareness, Self–Management, SocialAwareness, RelationshipSkills,and ResponsibleDecision–Making,withthree itemsper dimensionon a 5–pointratingscale. Pairedsamplet–tests were conducted to examinechanges inPA and SEL from pre– to post–test. RESULTS: Significantincreaseswere observed inSEL for Self–Management and RelationshipSkills(t = 1.671, p = 0.048;t = 1.669, p = 0.048)over time,whileno significantchanges were found inSelf–Awareness, SocialAwareness, and ResponsibleDecision–Making.In addition,pairedsample t–tests revealed significantincreasesinPA duringPE (t = -2.400, p = 0.017),inschool (t = -2.254, p = 0.025),outsideof school (t = -2.071, p = 0.039),and total dailyPA (t = -2.774, p = 0.006). CONCLUSION: The interventionsignificantlyimprovedSelf–Management,RelationshipSkills,and PA engagement duringPE, inand outsideof school, and total dailyPAamong these school–aged students. Supported by: This study was funded by the Michigan Health Endowment Fund.

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Publication Details

Journal
Medicine & Science in Sports & Exercise
Published
2025-09-16
DOI
https://doi.org/10.1249/01.mss.0001157032.88912.7f
Primary Topic
Education and Learning Interventions
Type
article
Field-Weighted Citation Impact
0.00
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article

Effects Of Smart-quality Physical Education Intervention On Social-emotional Learning And Physical Activity In School-aged Children

Than Van Tran, Weiyun Chen, Malak Elayyan, Debra Berkey et al.
Medicine & Science in Sports & Exercise
Education and Learning Interventions
article

Effects Of Smart-quality Physical Education Intervention On Social-emotional Learning And Physical Activity In School-aged Children

Than Van Tran, Weiyun Chen, Malak Elayyan, Debra Berkey, Amine Sheik, Kamal Kuhail, Katerina Garcia-Chope
article en

Abstract

Previousstudieshave focused on the effects of social–emotionallearning(SEL)and physicalactivity(PA)interventionson adolescents and young adults, withlimitedresearch examiningthese impactson young children. PURPOSE: To examinethe effectivenessof a 12–weekSmart–QPE (QualityPhysicalEducation)interventioninSEL and PA behaviorsinfourth– andsixth–gradestudents. METHODS: In thissingle–group,within–subjectstudy, 259 fourth– andsixth–gradestudents (meanage = 10 ± 0.77 years)from seven elementary and one middleschoolparticipatedinthisstudy. Students’ engagement inmoderate–to–vigorousphysicalactivity(MVPA)inQPE lessons was objectivelymeasured usingthe Heart Zone Move System over 12 weeks. Two weeks before (pre–test)and after (post–test)the 12–week Smart–QPE intervention,students completed the ModifiedPhysicalActivityQuestionnairefor Children(PAQ–C)toassess variousPA intensitylevels on a 5–pointLikertscale (higherscores indicatinghigheractivitylevels).They also completed a SEL Questionnairemeasuringfivedimensions:Self–Awareness, Self–Management, SocialAwareness, RelationshipSkills,and ResponsibleDecision–Making,withthree itemsper dimensionon a 5–pointratingscale. Pairedsamplet–tests were conducted to examinechanges inPA and SEL from pre– to post–test. RESULTS: Significantincreaseswere observed inSEL for Self–Management and RelationshipSkills(t = 1.671, p = 0.048;t = 1.669, p = 0.048)over time,whileno significantchanges were found inSelf–Awareness, SocialAwareness, and ResponsibleDecision–Making.In addition,pairedsample t–tests revealed significantincreasesinPA duringPE (t = -2.400, p = 0.017),inschool (t = -2.254, p = 0.025),outsideof school (t = -2.071, p = 0.039),and total dailyPA (t = -2.774, p = 0.006). CONCLUSION: The interventionsignificantlyimprovedSelf–Management,RelationshipSkills,and PA engagement duringPE, inand outsideof school, and total dailyPAamong these school–aged students. Supported by: This study was funded by the Michigan Health Endowment Fund.

Medicine & Science in Sports & ExerciseVol. 57(10S)
University of Michigan (US)
Openalex Percentile: Top 63%
Education and Learning Interventions
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