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Actividad Física y Tiempo en la Tarea Durante un Clima Motivacional Autónomo y el Juego Libre en Preescolares

Published on Aug 31, 2014in MHSalud
· DOI :10.15359/mhs.11-1.3
Danielle D. Wadsworth8
Estimated H-index: 8
(UM: University of Michigan),
Mary E. Rudisill4
Estimated H-index: 4
(UM: University of Michigan)
+ 2 AuthorsMynor Rodriguez-Hernandez2
Estimated H-index: 2
(UM: University of Michigan)
Abstract
The purpose of the present study was to determine the effect of a structured, mastery motivation physical education climate and an unstructured physical activity climate on time spent on task in a small sample of preschool children. Children enrolled in a public, federal-subsidized childcare center (N= 12) participated in two 45 minute physical activity programs within the school day. The structured climate consisted of a biweekly program of motor skill instruction that was based upon the key principles of a mastery motivational climate. The unstructured program was a daily 45 minute free play environment. Actigraph accelerometers monitored children’s participation in physical activity and time-on task was observed by a momentary time sampling technique. Results showed that time on-task significantly improved following a mastery motivational climate, and children spent 36% of their time in moderate-to-vigorous activity in this climate.  In contrast, time on-task did not significantly improve following participation in a free play environment and participants spent a majority of their time in sedentary behavior and accumulated no vigorous physical activity. Our results indicate that participation in physical activity impacts a preschooler’s ability to stay on task and the amount of physical activity accumulated during physical activity programming is dependent upon the climate delivered.
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For decades there has been considerable research investigating educational climates in physical education. From those investigations, it is accurate to conclude that mastery motivational climates are a highly effective instructional approach when teaching motor skills and promoting physical activity engagement for young children. Due to this, researchers have informed practitioners of the benefits of implementing a mastery motivational climate in early childhood physical education. This article ...
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#1Kara K. Palmer (UM: University of Michigan)H-Index: 6
#2Katherine M. Chinn (UM: University of Michigan)H-Index: 2
Last. Leah E. Robinson (UM: University of Michigan)H-Index: 19
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Background Over the past two decades, achievement goal theory (AGT) has been used as a theoretical framework to design and implement motor skill programming in young children.
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