Promoting children's health and well-being through structured recreation during online recess.
Recess is a critical source of physical, social and emotional health and well-being for children, but generally not prioritized during online learning. A 13-week structured recreation intervention was delivered virtually during recess to students in the fifth and sixth grades (age 10–12 years; N = ...
| Publicado en: | Health Education Research Vol. 38; no. 3; pp. 254 - 268 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Oxford University Press / USA
Jun2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=163853738&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 163853738 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02681153 FA0 jtl: Health Education Research issn: 02681153 maglogo: N pubinfo: dt: Jun2023 vid: 38 iid: 3 pid: 622 pub: Oxford University Press / USA artinfo: ui: 163853738 163853738 163853738 10.1093/her/cyac041 163853738 ppf: 254 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Promoting children's health and well-being through structured recreation during online recess. aug: au: Poulos, Allison Wilson, Kylie Ramella, Kelly affil: College of Health Solutions, Arizona State University , 425 N. 5th Street, Phoenix, AZ 85004, USA sug: subj: Child Health Leisure Activities Psychological Well-Being Program Implementation Health Promotion Online Education Human Funding Source Child United States Multimethod Studies Prospective Studies Surveys Emotions Evaluation Motivation Evaluation Qualitative Studies Paired T-Tests Multiple Regression In Vivo Studies Student Attitudes Pretest-Posttest Design Quantitative Studies Descriptive Statistics Data Analysis Software Confidence Intervals Child: 6-12 years ab: Recess is a critical source of physical, social and emotional health and well-being for children, but generally not prioritized during online learning. A 13-week structured recreation intervention was delivered virtually during recess to students in the fifth and sixth grades (age 10–12 years; N = 71) at one elementary school (Phoenix, AZ, USA). We used embedded mixed method with a prospective pre-/post-design to measure change in student-reported emotion and qualities of engagement in an online setting. Students completed an online pre-/post-survey to measure emotion and motivational responses (enjoyment, competence and relatedness). We used narrative notes to qualitatively assess student engagement during programming. Differences in student-reported emotion were analyzed using paired t -tests. The effect of motivational responses on emotion was analyzed using multiple regression analyses. In vivo coding and concept coding were used to analyze qualitative data. We found no statistically significant differences in student-reported emotion; however, student relationships with peers predicted increased positive and decreased negative emotions after the intervention. Seven categories promoted student engagement: challenging, enjoyable, experiential, practical, purposeful, relatable and relevant. School-based health practitioners can offer structured activities virtually during recess, when in-person learning is interrupted and in all-online settings, to promote emotional well-being. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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