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      Rhythmic Physical Activity Intervention: Exploring Feasibility and Effectiveness in Improving Motor and Executive Function Skills in Children

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          Abstract

          Introduction

          Increasing literature has emerged investigating the importance of considering the qualitative characteristics of physical activity (PA) interventions and sports as well as considering the role of motor competence in the exercise–cognition interplay. The purpose of this pilot study was to examine the feasibility and effectiveness of a rhythmic PA intervention compared to a standard physical education program, on motor and hot and cool executive function (EF) skills.

          Methods

          Children ages 6–11 were enrolled in one of the two programs: a rhythmic program ( n = 22) and a physical education program ( n = 17), both meeting for 30 min, twice per week, for 7 weeks. The rhythmic program emphasized moving to the beat of music and moving in various rhythmic patterns with whole body movements, clapping, and drumsticks. The children also created their own rhythmic patterns and socially engaged with other children by working in pairs and sharing their routines with the group. The physical education group engaged in ball skills, locomotor patterns, team sports, and moving through stations in small groups, with no emphasis on rhythm. Pretest and posttest measurements included measurement of balance (Movement ABC-2), cool and hot EF (Flanker, SWAN), and social factors, whereas throughout the implementation period data on affective valence, enjoyment, cognitive engagement, perceived exertion, and PA levels were collected at every lesson in both groups.

          Results

          The rhythmic program used in this study was feasible, scalable, affordable, and able to be implemented with minimal preparatory time. Children in both groups (rhythmic and physical education) engaged in a similar level of PA and had similar positive experiences from the programs. Both groups improved in balance and cool EF, and there were significant correlations in the change scores between balance and cool EF, as well as between cool EF with hot EF and socio-emotional factors.

          Discussion

          This study contributes to the literature by exploring the potential value of rhythmic programs as a vehicle in helping children develop motor and EF skills while deriving joy and positive social interactions from the program.

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          Most cited references54

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          Physical Activity, Fitness, Cognitive Function, and Academic Achievement in Children: A Systematic Review.

          The relationship among physical activity (PA), fitness, cognitive function, and academic achievement in children is receiving considerable attention. The utility of PA to improve cognition and academic achievement is promising but uncertain; thus, this position stand will provide clarity from the available science.
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            Psychometric properties of the Intrinsic Motivation Inventory in a competitive sport setting: a confirmatory factor analysis.

            The present study was designed to assess selected psychometric properties of the Intrinsic Motivation Inventory (IMI) (Ryan, 1982), a multidimensional measure of subjects' experience with regard to experimental tasks. Subjects (N = 116) competed in a basketball free-throw shooting game, following which they completed the IMI. The LISREL VI computer program was employed to conduct a confirmatory factor analysis to assess the tenability of a five factor hierarchical model representing four first-order factors or dimensions and a second-order general factor representing intrinsic motivation. Indices of model acceptability tentatively suggest that the sport data adequately fit the hypothesized five factor hierarchical model. Alternative models were tested but did not result in significant improvements in the goodness-of-fit indices, suggesting the proposed model to be the most accurate of the models tested. Coefficient alphas for the four dimensions and the overall scale indicated adequate reliability. The results are discussed with regard to the importance of accurate assessment of psychological constructs and the use of linear structural equations in confirming the factor structures of measures.
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              Not What, but How One Feels: The Measurement of Affect during Exercise

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                Author and article information

                Contributors
                Journal
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                1664-1078
                18 September 2020
                2020
                : 11
                : 556249
                Affiliations
                [1] 1Department of Kinesiology, Iowa State University , Ames, IA, United States
                [2] 2Department of Psychology, Iowa State University , Ames, IA, United States
                [3] 3Department of Psychiatry & Neuroscience, University of California, Riverside , Riverside, CA, United States
                Author notes

                Edited by: Pietro Avanzini, University of Parma, Italy

                Reviewed by: Howard N. Zelaznik, Purdue University, United States; Nancy Getchell, University of Delaware, United States

                *Correspondence: Spyridoula Vazou, svazou@ 123456iastate.edu

                This article was submitted to Movement Science and Sport Psychology, a section of the journal Frontiers in Psychology

                Article
                10.3389/fpsyg.2020.556249
                7530936
                33071879
                24d55827-3c71-4a9f-acfb-088a6f7fd421
                Copyright © 2020 Vazou, Klesel, Lakes and Smiley.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                : 27 April 2020
                : 24 August 2020
                Page count
                Figures: 1, Tables: 5, Equations: 0, References: 73, Pages: 14, Words: 0
                Categories
                Psychology
                Original Research

                Clinical Psychology & Psychiatry
                chronic exercise,executive processing,physical education,cognition,social,enjoyment,youth

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