Regular physical education class enhances sociality and physical fitness while reducing psychological problems in children of multicultural families
This study investigated the influence of physical education class (PEC) as an intervention method for aggression, sociality, stress, and physical fitness levels in children from multicultural families. The hypothesis was that participating in PEC would result in reduced aggression and stress and imp...
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| Published in | Journal of exercise rehabilitation Vol. 13; no. 2; pp. 168 - 178 |
|---|---|
| Main Authors | , , , , , , , , |
| Format | Journal Article |
| Language | English |
| Published |
Korea (South)
Korean Society of Exercise Rehabilitation
01.04.2017
한국운동재활학회 |
| Subjects | |
| Online Access | Get full text |
| ISSN | 2288-176X 2288-1778 |
| DOI | 10.12965/jer.1734948.474 |
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| Abstract | This study investigated the influence of physical education class (PEC) as an intervention method for aggression, sociality, stress, and physical fitness levels in children from multicultural families. The hypothesis was that participating in PEC would result in reduced aggression and stress and improved sociality and physical fitness in multicultural children. A three-item questionnaire, a body composition test, and physical fitness tests were given three times. Eighty-four subjects were divided into four groups: multicultural children who participated in PEC (multi-PEG, n=12), multicultural children who did not participate in PEC (multi-NPEG, n=13), single-cultural children who participated in PEC (sing-PEG, n=11), and single-cultural children who did not participate in PEC (sing-NPEG, n=12), respectively. Parametric and nonparametric statis-tical methods were conducted on the collected data with a significance level set a priori at P<0.05. After 8 weeks of PEC, fat mass (F=2.966, P=0.045) and body mass index (F=3.654, P=0.021) had significantly dif-ferent interaction effects. In the aspect of interaction effects from phys-ical fitness variables, cardiopulmonary endurance (F=21.961, P=0.001), flexibility (F=8.892, P=0.001), muscular endurance (F=31.996, P=0.001), muscular strength (F=4.570, P=0.008), and power (F=24.479, P=0.001) were significantly improved in the multi-PEG compared to those of the other three groups. Moreover, sociality (F=22.144, P=0.001) in the multi-PEG was enhanced, whereas aggression (F=6.745, P=0.001) and stress (F=3.242, P=0.033) levels were reduced. As conclusion, the PEC re-duced aggression and stress levels, and improved sociality and physi-cal fitness levels after 8 weeks. This study confirmed that PEC for chil-dren from multicultural families can improve psychosocial factors and physical health. |
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| AbstractList | This study investigated the influence of physical education class (PEC) as an intervention method for aggression, sociality, stress, and physical fitness levels in children from multicultural families. The hypothesis was that participating in PEC would result in reduced aggression and stress and improved sociality and physical fitness in multicultural children. A three-item questionnaire, a body composition test, and physical fitness tests were given three times. Eighty-four subjects were divided into four groups: multicultural children who participated in PEC (multi-PEG, n=12), multicultural children who did not participate in PEC (multi-NPEG, n=13), single-cultural children who participated in PEC (sing-PEG, n=11), and single-cultural children who did not participate in PEC (sing-NPEG, n=12), respectively. Parametric and nonparametric statistical methods were conducted on the collected data with a significance level set a priori at P<0.05. After 8 weeks of PEC, fat mass (F=2.966, P=0.045) and body mass index (F=3.654, P=0.021) had significantly different interaction effects. In the aspect of interaction effects from physical fitness variables, cardiopulmonary endurance (F=21.961, P=0.001), flexibility (F=8.892, P=0.001), muscular endurance (F=31.996, P=0.001), muscular strength (F=4.570, P=0.008), and power (F=24.479, P=0.001) were significantly improved in the multi-PEG compared to those of the other three groups. Moreover, sociality (F=22.144, P=0.001) in the multi-PEG was enhanced, whereas aggression (F=6.745, P=0.001) and stress (F=3.242, P=0.033) levels were reduced. As conclusion, the PEC reduced aggression and stress levels, and improved sociality and physical fitness levels after 8 weeks. This study confirmed that PEC for children from multicultural families can improve psychosocial factors and physical health.This study investigated the influence of physical education class (PEC) as an intervention method for aggression, sociality, stress, and physical fitness levels in children from multicultural families. The hypothesis was that participating in PEC would result in reduced aggression and stress and improved sociality and physical fitness in multicultural children. A three-item questionnaire, a body composition test, and physical fitness tests were given three times. Eighty-four subjects were divided into four groups: multicultural children who participated in PEC (multi-PEG, n=12), multicultural children who did not participate in PEC (multi-NPEG, n=13), single-cultural children who participated in PEC (sing-PEG, n=11), and single-cultural children who did not participate in PEC (sing-NPEG, n=12), respectively. Parametric and nonparametric statistical methods were conducted on the collected data with a significance level set a priori at P<0.05. After 8 weeks of PEC, fat mass (F=2.966, P=0.045) and body mass index (F=3.654, P=0.021) had significantly different interaction effects. In the aspect of interaction effects from physical fitness variables, cardiopulmonary endurance (F=21.961, P=0.001), flexibility (F=8.892, P=0.001), muscular endurance (F=31.996, P=0.001), muscular strength (F=4.570, P=0.008), and power (F=24.479, P=0.001) were significantly improved in the multi-PEG compared to those of the other three groups. Moreover, sociality (F=22.144, P=0.001) in the multi-PEG was enhanced, whereas aggression (F=6.745, P=0.001) and stress (F=3.242, P=0.033) levels were reduced. As conclusion, the PEC reduced aggression and stress levels, and improved sociality and physical fitness levels after 8 weeks. This study confirmed that PEC for children from multicultural families can improve psychosocial factors and physical health. This study investigated the influence of physical education class (PEC) as an intervention method for aggression, sociality, stress, and physical fitness levels in children from multicultural families. The hypothesis was that participating in PEC would result in reduced aggression and stress and improved sociality and physical fitness in multicultural children. A three-item questionnaire, a body composition test, and physical fitness tests were given three times. Eighty-four subjects were divided into four groups: multicultural children who participated in PEC (multi-PEG, n=12), multicultural children who did not participate in PEC (multi-NPEG, n=13), single-cultural children who participated in PEC (sing-PEG, n=11), and single-cultural children who did not participate in PEC (sing-NPEG, n=12), respectively. Parametric and nonparametric statistical methods were conducted on the collected data with a significance level set a priori at P <0.05. After 8 weeks of PEC, fat mass ( F =2.966, P =0.045) and body mass index ( F =3.654, P =0.021) had significantly different interaction effects. In the aspect of interaction effects from physical fitness variables, cardiopulmonary endurance ( F =21.961, P =0.001), flexibility ( F =8.892, P =0.001), muscular endurance ( F =31.996, P =0.001), muscular strength ( F =4.570, P =0.008), and power ( F =24.479, P =0.001) were significantly improved in the multi-PEG compared to those of the other three groups. Moreover, sociality ( F =22.144, P =0.001) in the multi-PEG was enhanced, whereas aggression ( F =6.745, P =0.001) and stress ( F =3.242, P =0.033) levels were reduced. As conclusion, the PEC reduced aggression and stress levels, and improved sociality and physical fitness levels after 8 weeks. This study confirmed that PEC for children from multicultural families can improve psychosocial factors and physical health. This study investigated the influence of physical education class (PEC) as an intervention method for aggression, sociality, stress, and physical fitness levels in children from multicultural families. The hypothesis was that participating in PEC would result in reduced aggression and stress and improved sociality and physical fitness in multicultural children. A three-item questionnaire, a body composition test, and physical fitness tests were given three times. Eighty-four subjects were divided into four groups: multicultural children who participated in PEC (multi-PEG, n=12), multicultural children who did not participate in PEC (multi-NPEG, n=13), single-cultural children who participated in PEC (sing-PEG, n=11), and single-cultural children who did not participate in PEC (sing-NPEG, n=12), respectively. Parametric and nonparametric statis-tical methods were conducted on the collected data with a significance level set a priori at P<0.05. After 8 weeks of PEC, fat mass (F=2.966, P=0.045) and body mass index (F=3.654, P=0.021) had significantly dif-ferent interaction effects. In the aspect of interaction effects from phys-ical fitness variables, cardiopulmonary endurance (F=21.961, P=0.001), flexibility (F=8.892, P=0.001), muscular endurance (F=31.996, P=0.001), muscular strength (F=4.570, P=0.008), and power (F=24.479, P=0.001) were significantly improved in the multi-PEG compared to those of the other three groups. Moreover, sociality (F=22.144, P=0.001) in the multi-PEG was enhanced, whereas aggression (F=6.745, P=0.001) and stress (F=3.242, P=0.033) levels were reduced. As conclusion, the PEC re-duced aggression and stress levels, and improved sociality and physi-cal fitness levels after 8 weeks. This study confirmed that PEC for chil-dren from multicultural families can improve psychosocial factors and physical health. KCI Citation Count: 1 This study investigated the influence of physical education class (PEC) as an intervention method for aggression, sociality, stress, and physical fitness levels in children from multicultural families. The hypothesis was that participating in PEC would result in reduced aggression and stress and improved sociality and physical fitness in multicultural children. A three-item questionnaire, a body composition test, and physical fitness tests were given three times. Eighty-four subjects were divided into four groups: multicultural children who participated in PEC (multi-PEG, n=12), multicultural children who did not participate in PEC (multi-NPEG, n=13), single-cultural children who participated in PEC (sing-PEG, n=11), and single-cultural children who did not participate in PEC (sing-NPEG, n=12), respectively. Parametric and nonparametric statis-tical methods were conducted on the collected data with a significance level set a priori at P<0.05. After 8 weeks of PEC, fat mass (F=2.966, P=0.045) and body mass index (F=3.654, P=0.021) had significantly dif-ferent interaction effects. In the aspect of interaction effects from phys-ical fitness variables, cardiopulmonary endurance (F=21.961, P=0.001), flexibility (F=8.892, P=0.001), muscular endurance (F=31.996, P=0.001), muscular strength (F=4.570, P=0.008), and power (F=24.479, P=0.001) were significantly improved in the multi-PEG compared to those of the other three groups. Moreover, sociality (F=22.144, P=0.001) in the multi-PEG was enhanced, whereas aggression (F=6.745, P=0.001) and stress (F=3.242, P=0.033) levels were reduced. As conclusion, the PEC re-duced aggression and stress levels, and improved sociality and physi-cal fitness levels after 8 weeks. This study confirmed that PEC for chil-dren from multicultural families can improve psychosocial factors and physical health. This study investigated the influence of physical education class (PEC) as an intervention method for aggression, sociality, stress, and physical fitness levels in children from multicultural families. The hypothesis was that participating in PEC would result in reduced aggression and stress and improved sociality and physical fitness in multicultural children. A three-item questionnaire, a body composition test, and physical fitness tests were given three times. Eighty-four subjects were divided into four groups: multicultural children who participated in PEC (multi-PEG, n=12), multicultural children who did not participate in PEC (multi-NPEG, n=13), single-cultural children who participated in PEC (sing-PEG, n=11), and single-cultural children who did not participate in PEC (sing-NPEG, n=12), respectively. Parametric and nonparametric statistical methods were conducted on the collected data with a significance level set a priori at <0.05. After 8 weeks of PEC, fat mass ( =2.966, =0.045) and body mass index ( =3.654, =0.021) had significantly different interaction effects. In the aspect of interaction effects from physical fitness variables, cardiopulmonary endurance ( =21.961, =0.001), flexibility ( =8.892, =0.001), muscular endurance ( =31.996, =0.001), muscular strength ( =4.570, =0.008), and power ( =24.479, =0.001) were significantly improved in the multi-PEG compared to those of the other three groups. Moreover, sociality ( =22.144, =0.001) in the multi-PEG was enhanced, whereas aggression ( =6.745, =0.001) and stress ( =3.242, =0.033) levels were reduced. As conclusion, the PEC reduced aggression and stress levels, and improved sociality and physical fitness levels after 8 weeks. This study confirmed that PEC for children from multicultural families can improve psychosocial factors and physical health. |
| Author | Jang, Jeong-Hoon Koo, Chang-Mo Ham, Joung-Hyun Lee, Chan-Bok Eun, Denny Park, Jae-Wan Jee, Yong-Seok Park, Seong-Hwan Kim, Kang-Ho |
| AuthorAffiliation | 1 Department of Education (Major of Physical Education), Graduate School of Education, Hanseo University, Seosan, Korea 2 Research Institute of Sports and Industry Science, Hanseo University, Seosan, Korea 3 Department of Public Health · Special Education, Graduate School of Health Promotion, Hanseo University, Seosan, Korea 4 Department of International CKD Martial Art, Graduate School of Health Promotion, Hanseo University, Seosan, Korea |
| AuthorAffiliation_xml | – name: 2 Research Institute of Sports and Industry Science, Hanseo University, Seosan, Korea – name: 4 Department of International CKD Martial Art, Graduate School of Health Promotion, Hanseo University, Seosan, Korea – name: 1 Department of Education (Major of Physical Education), Graduate School of Education, Hanseo University, Seosan, Korea – name: 3 Department of Public Health · Special Education, Graduate School of Health Promotion, Hanseo University, Seosan, Korea |
| Author_xml | – sequence: 1 givenname: Jae-Wan surname: Park fullname: Park, Jae-Wan – sequence: 2 givenname: Seong-Hwan surname: Park fullname: Park, Seong-Hwan – sequence: 3 givenname: Chang-Mo surname: Koo fullname: Koo, Chang-Mo – sequence: 4 givenname: Denny surname: Eun fullname: Eun, Denny – sequence: 5 givenname: Kang-Ho surname: Kim fullname: Kim, Kang-Ho – sequence: 6 givenname: Chan-Bok surname: Lee fullname: Lee, Chan-Bok – sequence: 7 givenname: Joung-Hyun surname: Ham fullname: Ham, Joung-Hyun – sequence: 8 givenname: Jeong-Hoon surname: Jang fullname: Jang, Jeong-Hoon – sequence: 9 givenname: Yong-Seok surname: Jee fullname: Jee, Yong-Seok |
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| CitedBy_id | crossref_primary_10_3390_ijerph19116484 crossref_primary_10_7717_peerj_15504 crossref_primary_10_3389_fpubh_2023_1213403 crossref_primary_10_1371_journal_pone_0213785 crossref_primary_10_2478_bhk_2024_0007 crossref_primary_10_1371_journal_pone_0237019 crossref_primary_10_3390_ijerph17186467 crossref_primary_10_12965_jer_2142198_099 crossref_primary_10_1016_j_psychsport_2022_102288 crossref_primary_10_3345_cep_2021_00409 crossref_primary_10_3390_healthcare9091134 crossref_primary_10_12965_jer_2040156_078 crossref_primary_10_1002_ajhb_23626 crossref_primary_10_1016_j_avb_2023_101821 crossref_primary_10_3390_educsci11010003 crossref_primary_10_1249_MSS_0000000000001524 |
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| Issue | 2 |
| Keywords | Sociality Aggression Multicultural family Stress Physical education class |
| Language | English |
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| Snippet | This study investigated the influence of physical education class (PEC) as an intervention method for aggression, sociality, stress, and physical fitness... |
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| StartPage | 168 |
| SubjectTerms | Original 심리과학 |
| TableOfContents | Abstract
INTRODUCTION
MATERIALS AND METHODS
Participants
Experimental design
Measurement methods
Physical fitness test
Programs of PEC
Statistical analyses
RESULTS
Influence of PEC on body composition in children
Influence of PEC on physical fitness levels in children
Influence of PEC on aggression, sociality, and stress levels in children
DISCUSSION
CONFLICT OF INTEREST
ACKNOWLEDGMENTS
REFERENCES |
| Title | Regular physical education class enhances sociality and physical fitness while reducing psychological problems in children of multicultural families |
| URI | https://www.earticle.net/Article/A304557 https://www.ncbi.nlm.nih.gov/pubmed/28503529 https://www.proquest.com/docview/1899114354 https://pubmed.ncbi.nlm.nih.gov/PMC5412490 https://www.kci.go.kr/kciportal/ci/sereArticleSearch/ciSereArtiView.kci?sereArticleSearchBean.artiId=ART002217480 |
| Volume | 13 |
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