Effects of Daily Physical Activity on the Self-Concept of Children with Specific Learning Disorder
Date
2015-09-28
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Abstract
This study investigated effects of physical activity on children with Specific Learning Disorder (SLD)’s self-concept. Eighteen children with SLD participated in the SPARK for Learning program which involved 20 minutes of physical activity each school day. These children were matched one-to-one by age and gender to children with SLD who did not participate in the program. Ratings of children’s self-concept were garnered at two different time points. Findings indicated that SPARK for Learning participation did not impact children with SLD’s overall self-concept. However, children with SLD who participated in the program viewed themselves as happier and more satisfied with life at the end of the school year compared to those children who did not participate. This study has important implications for children with SLD as high intensity physical activity may lead to happier children in the school environment despite having a disorder that impacts them socially, emotionally, behaviorally and academically.
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Educational Psychology
Citation
Parackel, J. (2015). Effects of Daily Physical Activity on the Self-Concept of Children with Specific Learning Disorder (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/25821