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Dunn AL, Trivedi MH, and O'Neal HA (2001). Physical activity dose–response effects on outcomes of depression and anxiety. Medicine and Science in Sports and Exercise.

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Article

Elementary Students Activity Levels within an after School Program Focused on Emotional Recovery

1Kinesiology and Physical Education, Northern Illinois University, United States of America

2Health and Physical Education, Minnesota State, Mankato, United States of America


Journal of Physical Activity Research. 2017, Vol. 2 No. 1, 15-19
DOI: 10.12691/jpar-2-1-3
Copyright © 2017 Science and Education Publishing

Cite this paper:
Zachary Wahl-Alexander, Benjamin Schwamberger. Elementary Students Activity Levels within an after School Program Focused on Emotional Recovery. Journal of Physical Activity Research. 2017; 2(1):15-19. doi: 10.12691/jpar-2-1-3.

Correspondence to: Zachary  Wahl-Alexander, Kinesiology and Physical Education, Northern Illinois University, United States of America. Email: zachwahl18@gmail.com

Abstract

The purpose of this study was to determine the physical activity levels of children participating in an after school program designed to integrate stress reducing techniques with physical activity. Forty-five (22 boys and 23 girls) elementary aged children who were enrolled in the after school program served as the participants in this study. The System for Observing Fitness Instruction Time (SOFIT) was utilized to describe the lesson context and youth’s activity levels during each session. The children spent an average of 47.5% engaged in moderate to vigorous physical activity while instructors spent an average of 13.4% in management, 12.9% in knowledge, 32.9% in skill practice, 9.5% in gameplay and 31.3% in other (stress reducing techniques). The children spent an average of 31.3% of lesson time learning stress-reducing techniques. The results suggest that children can still obtain appropriate levels of physical activity while simultaneously acquiring stress reducing techniques in an after school program.

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