Playground interventions during the covid19 pandemic: Affective-motivational impact

• Méndez-Giménez, A ^[1] ; Chamorro Durán, C ^[2]
  1. [1] Universidad de Oviedo

     Universidad de Oviedo

     Oviedo, España

     
  2. [2] Consejería de Educación de Madrid. CEIP Cristóbal Colón, Villaverde Alto, Madrid (Spain)
• Localización: Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte, ISSN-e 1577-0354, Vol. 23, Nº. 93, 2023
• Idioma: inglés
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• Resumen

  • This study examines the effect of an active recess program on self-determined motivation, basic psychological needs, global self-esteem, and mood of schoolchildren during the pandemic. 160 schoolchildren (M = 11.42; SD = 0.94) from 4th to 6th grade of primary education, from 2 schools (Experimental group, N = 83 and Control group, N = 77) participated. A quasi-experimental design was carried out with 3 measurements throughout the 2020-2021 academic year: T1 (January), T2 (March), and T3 (June). Repeated Measures ANOVAs taking time (T1, T2, and T3) as within-subject factor, and group as inter-subject factors revealed significant effects over time (almost all variables) and group interactions (self-esteem). Three intergroup MANOVA(s), one at each measurement time, showed differences in favor of the experimental group, which were greater at T2.