東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

The Immediate Impact of Cognitively Engaging Physical Activity on Preschool Children's Executive Function.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Immediate Impact of Cognitively Engaging Physical Activity on Preschool Children's Executive Function./
作者:	Preston, Marcia L.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	147 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-03, Section: B.
Contained By:	Dissertations Abstracts International82-03B.
標題:	Educational psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27995348
ISBN:	9798672105352

The Immediate Impact of Cognitively Engaging Physical Activity on Preschool Children's Executive Function.
Preston, Marcia L.

The Immediate Impact of Cognitively Engaging Physical Activity on Preschool Children's Executive Function. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 147 p.

Source: Dissertations Abstracts International, Volume: 82-03, Section: B.

Thesis (Ph.D.)--University of Delaware, 2020.

This item must not be sold to any third party vendors.

Executive function (EF) skills are important for a wide-range of outcomes, including academic achievement and socio-emotional development. These outcomes promote a call to action to better understand EF and the factors that may influence its development in young children. Previous research with adolescents and adults provides support for a connection between physical activity and improvements in EF (e.g. Best, 2010), though little is known about the impact of physical activity for preschool children. Utilizing a pre-test, intervention, post-test design, the current study examined the immediate impact of cognitively engaging physical activity on three components of preschool children's executive function skills. Based on previous research, this study hypothesized that a combination of physical activity and cognitive engagement (Best, 2010; Diamond, 2015) would result in the greatest improvements on preschool children's working memory, inhibition, and shifting ability compared to activities high in physical activity but low in cognitive engagement, activities low in physical activity but high in cognitive engagement, and activities low in both.As expected, the cognitively engaging physical activity condition resulted in the greatest immediate improvements in EF, though in some circumstances, the physical activity condition and the cognitive engagement condition were also effective. In addition to confirming the study hypothesis, this study also adds to the existing literature in several ways: the intervention was effective for preschool children and the effects were found immediately after a short intervention. This study was limited by challenges typical of a dissertation study including potential bias from the lead researcher conducting the interventions, small sample sizes in each condition, and the difficulty of selecting measures appropriate for a 2-year age range. Future research should continue to expand on these findings by investigating the cumulative effects of cognitively engaging physical activity, considering the role of these activities in combination with or instead of other preschool curriculum programs that have been shown to benefit executive function skills, and examining the transfer of these immediate improvements in executive function to school-readiness behaviors and academic achievement. While there are questions that remain unanswered, the findings here are especially promising in that children benefitted from the intervention after only twelve minutes of activity, thereby providing further justification for increasing daily opportunities for physical activity and exercise play for preschool children.

ISBN: 9798672105352Subjects--Topical Terms:

517650
Educational psychology.
Subjects--Index Terms:

Acute Exercise

The Immediate Impact of Cognitively Engaging Physical Activity on Preschool Children's Executive Function.
LDR:03888nmm a2200385 4500 001 2344339
005 20220523132433.5
008 241004s2020 ||||||||||||||||| ||eng d
020 $a 9798672105352
035 $a (MiAaPQ)AAI27995348
035 $a AAI27995348
040 $a MiAaPQ $c MiAaPQ
100 1 $a Preston, Marcia L. $3 3683109
245 1 4 $a The Immediate Impact of Cognitively Engaging Physical Activity on Preschool Children's Executive Function.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 147 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-03, Section: B.
500 $a Advisor: Golinkoff, Roberta M.
502 $a Thesis (Ph.D.)--University of Delaware, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a Executive function (EF) skills are important for a wide-range of outcomes, including academic achievement and socio-emotional development. These outcomes promote a call to action to better understand EF and the factors that may influence its development in young children. Previous research with adolescents and adults provides support for a connection between physical activity and improvements in EF (e.g. Best, 2010), though little is known about the impact of physical activity for preschool children. Utilizing a pre-test, intervention, post-test design, the current study examined the immediate impact of cognitively engaging physical activity on three components of preschool children's executive function skills. Based on previous research, this study hypothesized that a combination of physical activity and cognitive engagement (Best, 2010; Diamond, 2015) would result in the greatest improvements on preschool children's working memory, inhibition, and shifting ability compared to activities high in physical activity but low in cognitive engagement, activities low in physical activity but high in cognitive engagement, and activities low in both.As expected, the cognitively engaging physical activity condition resulted in the greatest immediate improvements in EF, though in some circumstances, the physical activity condition and the cognitive engagement condition were also effective. In addition to confirming the study hypothesis, this study also adds to the existing literature in several ways: the intervention was effective for preschool children and the effects were found immediately after a short intervention. This study was limited by challenges typical of a dissertation study including potential bias from the lead researcher conducting the interventions, small sample sizes in each condition, and the difficulty of selecting measures appropriate for a 2-year age range. Future research should continue to expand on these findings by investigating the cumulative effects of cognitively engaging physical activity, considering the role of these activities in combination with or instead of other preschool curriculum programs that have been shown to benefit executive function skills, and examining the transfer of these immediate improvements in executive function to school-readiness behaviors and academic achievement. While there are questions that remain unanswered, the findings here are especially promising in that children benefitted from the intervention after only twelve minutes of activity, thereby providing further justification for increasing daily opportunities for physical activity and exercise play for preschool children.
590 $a School code: 0060.
650 4 $a Educational psychology. $3 517650
650 4 $a Physical education. $3 635343
650 4 $a Early childhood education. $3 518817
650 4 $a Developmental psychology. $3 516948
653 $a Acute Exercise
653 $a Cognitive Engagement
653 $a Executive Function
653 $a Physical Activity
653 $a Preschool
690 $a 0525
690 $a 0523
690 $a 0518
690 $a 0620
710 2 $a University of Delaware. $b School of Education. $3 1022090
773 0 $t Dissertations Abstracts International $g 82-03B.
790 $a 0060
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27995348