Improved Executive Function and Science Achievement for At-Risk Middle School Girls in an Aerobic Fitness Program

Autor/inn/en	Gatz, Jennifer; Kelly, Angela M.; Clark, Sheri L.
Titel	Improved Executive Function and Science Achievement for At-Risk Middle School Girls in an Aerobic Fitness Program
Quelle	In: Journal of Early Adolescence, 39 (2019) 3, S.453-469 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kelly, Angela M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431618770786
Schlagwörter	At Risk Students; Middle School Students; Females; Executive Function; Science Achievement; Physical Fitness; Physical Activities; Intervention; Self Esteem; Life Style; Health Promotion; Program Effectiveness; Grade 6; Grade 7; Grade 8; New York + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Weibliches Geschlecht; Leistungsfähigkeit; Self-esteem; Selbstaufmerksamkeit; Lebensstil; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	This study explored the effects of a middle school physical activity intervention for adolescent girls on the executive functioning involved in science learning. The girls, ages 11 to 14, were at risk for low self-esteem, sedentary lifestyle, and poor health outcomes. Executive function stems from interdependent cognitive control processes that influence goal setting and information processing, which complement higher order thinking required for acquiring scientific process skills. A 20-week informal triathlon training program served as the intervention for the treatment girls (n = 29). The comparison group of girls (n = 30) was randomly drawn from a matched sample of students of a similar demographic. Mean comparisons, ANCOVA, and Roy-Bargmann stepdown analysis were used to measure outcomes. The intervention contributed to significant improvement in several executive functions and science achievement. These results suggest that an afterschool program with a physical fitness component may improve the executive functions involved in science learning. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01