Journal
CHILD DEVELOPMENT
Volume 92, Issue 3, Pages 937-958Publisher
WILEY
DOI: 10.1111/cdev.13445
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Funding
- Soremartec (Ferrero Group)
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This study found that a theory-based intervention in physical education can improve children's quick-temperedness and disruptiveness, as well as enhance their self-control. The results suggest that changes in executive functions may be a cause or correlate of these effects.
This study evaluated whether a theory-based intervention in physical education (PE) designed to train self-control may positively impact children's quick-temperedness and disruptiveness and whether changes in executive functions (EFs) may be a correlate or antecedent of such effects. One hundred and sixteen children aged 8-9 years participated in a 2-year intervention and completed three assessments at baseline, 6- and 18-month follow-ups in quick-temperedness and disruptiveness, hot and cool EFs. After the intervention, children in the intervention group showed lower quick-temperedness and disruptiveness and improvement in hot EF. Changes over the intervention period were moderately associated and showed marginal evidence of causal ordering, suggesting that designed PE may benefit self-control through a possible linkage to hot EF improvement.
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