Effects of a Structured Recreational Activity Program on Self-Regulation in Preschool Children

Background/Objectives: This study examined changes in self-regulation among preschool children participating in a structured Recreational Activity Program (RAP) compared with children receiving routine preschool education. Methods: The study employed a pretest–posttest control group design with classroom-level random allocation. Two existing classrooms from one participating preschool were randomly allocated to the RAP or control condition. The primary analysis included 38 children aged 5–6 years (RAP: n = 19; control: n = 19). Self-regulation was assessed using the Preschool Self-Regulation Assessment (PSRA). The total self-regulation score was the primary outcome, while Attention/Impulse Control and Positive Emotion were secondary outcomes. The RAP was delivered over 12 weeks (24 sessions) and integrated rhythm- and movement-based activities, structured games, and relaxation-oriented practices. Changes over time were evaluated using nonparametric longitudinal analysis, with the Group × Time interaction as the effect of interest. Between-group differences in individual change scores and 95% bootstrap confidence intervals were examined as supporting analyses. Results: Significant Group × Time interactions were observed for total self-regulation (WTS = 53.47, p < 0.001), Attention/Impulse Control (WTS = 42.03, p < 0.001), and Positive Emotion (WTS = 50.28, p < 0.001), indicating different patterns of change over time between the RAP and control groups. Supporting change-score analyses showed greater observed increases in the RAP group for total self-regulation (mean difference = 14.26, 95% CI [11.37, 17.21]), Attention/Impulse Control (mean difference = 7.68, 95% CI [5.16, 10.26]), and Positive Emotion (mean difference = 6.53, 95% CI [4.89, 8.05]). A baseline difference in Attention/Impulse Control was present between the groups and should be considered when interpreting this outcome. Conclusions: Participation in the RAP was associated with greater short-term improvements in the assessed self-regulation outcomes compared with routine preschool education. However, because only one classroom was allocated to each condition, potential intervention effects cannot be separated from classroom- or teacher-level influences. The findings should therefore be regarded as preliminary and warrant confirmation in studies involving multiple independent classrooms within each condition. Trial registration: ClinicalTrials.gov, NCT06360016; retrospectively registered on 10 April 2024.