Physical activity, self-regulation, and early academic achievement in preschool children

Becker, Derek R., McClelland, Megan M., Loprinzi, Paul and Trost, Stewart G. (2014) Physical activity, self-regulation, and early academic achievement in preschool children. Early Education and Development, 25 1: 56-70. doi:10.1080/10409289.2013.780505


Author Becker, Derek R.
McClelland, Megan M.
Loprinzi, Paul
Trost, Stewart G.
Title Physical activity, self-regulation, and early academic achievement in preschool children
Journal name Early Education and Development   Check publisher's open access policy
ISSN 1040-9289
1556-6935
Publication date 2014-01-01
Year available 2013
Sub-type Article (original research)
DOI 10.1080/10409289.2013.780505
Volume 25
Issue 1
Start page 56
End page 70
Total pages 15
Place of publication Philadelphia, PA United States
Publisher Routledge
Language eng
Subject 3304 Education
3204 Developmental and Educational Psychology
Abstract Research Findings: The present study investigated whether active play during recess was associated with self-regulation and academic achievement in a prekindergarten sample. A total of 51 children in classes containing approximately half Head Start children were assessed on self-regulation, active play, and early academic achievement. Path analyses indicated that higher active play was associated with better self-regulation, which in turn was associated with higher scores on early reading and math assessments. Practice or Policy: Results point to the benefits of active play for promoting self-regulation and offer insight into possible interventions designed to promote self-regulation and academic achievement.
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2014 Collection
School of Human Movement and Nutrition Sciences Publications
 
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