The Effectiveness of the Physical Education and Music Activities for Reduction of Anxiety in Preschool Children

Document Type : Original Article

Authors

1 Teacher of Applied Academic Universities

2 Head of the Department of Psychology and Educational Sciences, Allameh Tabataba'i University

3 Professor of Kharazmi University, Allame Tabatabai and ...

4 Free University professor

Abstract

The article is based on research that aims to investigate the effectiveness of the viewpoints of strategic curriculum studies and the multidimensional curriculum and multi-media programming package emphasizing physical education and music activities on the reduction of anxiety in pre-school children. The statistical population included all the anxious preschool children in educational district 3 in Tehran, and the study was conducted based on a semi experimental and the pre-test and post-test design. 60 children were selected through targeted sampling and were assigned to the experimental and control groups equally. The data collection tool was Spence anxiety questionnaire and Corman's Painting Interpretation Test and the collected data were analyzed by ANCOVA test and MANCOVA. The data analysis showed that the average scores after the test in the experimental group were significantly more than the control group (p<0. 05, P = 0. 004). Regarding the effectiveness of this program not only to reduce anxiety, but also as the effectiveness on many components of the existence of children, it is suggested that systematic research should be conducted on the diversity of the applications of this approach, its model and its educational tools for access to public education.

Keywords

References

Anshel, M. H., Gregory, W. L., & Kaczmarek, M. (1990). The effectiveness of a stress training program in coping with criticism in sport: A test of the COPE model. Journal of sport behavior, 13(4), 194.
Baggerly, J., & Parker, M. (2005). Child‐centered group play therapy with African American boys at the elementary school level. Journal of Counseling & Development, 83(4), 387-396.
Barlow, D. H. (2013). Anxiety and its disorders: The nature and treatment of anxiety and panic. Guilford Publications.
Bazargan, S. (2004). A Multi-Dimensional Curriculum (MDC) for pre-school and Elementary school Journal of International council of Associations for science education, Vol 15, No 1.
Berger, G. B. (1989). Exercise, aging, and psychological wellbeing: the mind-body question. Aging and motor behavior, 117-157.
Bratton, S. C., Ray, D., Rhine, T., & Jones, L. (2005). The efficacy of play therapy with children: A meta-analytic review of treatment outcomes. Professional Psychology: Research and Practice, 36(4), 376.
Broeren, S., & Muris, P. (2008). Psychometric evaluation of two new parent-rating scales for measuring anxiety symptoms in young Dutch children. Journal of Anxiety Disorders, 22(6), 949-958.
Calfas, K. J., & Taylor, W. C. (1994). Effects of physical activity on psychological variables in adolescents. Pediatric exercise science, 6(4), 406-423.
Carr, A. (2009). Combating depression. Practical Interventions for Young People at Risk. London: Sage Publications, 45-55.
Carter, T., Morres, I. D., Meade, O., & Callaghan, P. (2016). The effect of exercise on depressive symptoms in adolescents: a systematic review and meta-analysis. Journal of the American Academy of Child & Adolescent Psychiatry, 55(7), 580-590.
Donoghue, S. (1977). The correlation between physical fitness, absenteeism and work performance. Canadian Journal of Public Health/Revue Canadienne de Sante'e Publique, 68(3), 201-203.
Eyre, E. L., Walker, L. J., & Duncan, M. J. (2018). Fundamental Movement Skills of Children Living in England: The Role of Ethnicity and Native English Language. Perceptual and motor skills, 125(1), 5-20.
Esfahani, N. (2002). Effect of exercise on mental health in somatization, anxiety, sleep disorders, social dysfunction and depression in Azahra University students. Motion Magazine, 12, 75-87.
Fedewa, A. L., & Ahn, S. (2011). The effects of physical activity and physical fitness on children's achievement and cognitive outcomes: a meta-analysis. Research quarterly for exercise and sport, 82(3), 521-535.
Gallahue, D. L., Ozmun, J. C., & Goodway, J. (2006). Understanding motor development: Infants, children, adolescents, adults. Boston.
Gidarno, D., Everly, G., & Dusek, D. (1990). Controlling stress and tension: Aholistic approach. Englewood Cliff: Prentice Hall.
Grigaitė, B., Misiūnienė, J., & Dženkauskienė, R. (2009). The Connection Between Intelligence And Anxiety In Gifted Students Aged 14 To 15. Special Education, (1).
Gurley, V., Neuringer, A., & Massee, J. (1984). Dance and sports compared: Effects on psychological well-being. Journal of sports medicine,24, 58-68.
Jaakkola, T., Yli‐Piipari, S., Huotari, P., Watt, A., & Liukkonen, J. (2016). Fundamental movement skills and physical fitness as predictors of physical activity: A 6‐year follow‐up study. Scandinavian Journal of Medicine & Science in Sports, 26(1), 74-81.
James, A. C., James, G., Cowdrey, F. A., Soler, A., & Choke, A. (2013). Cognitive behavioural therapy for anxiety disorders in children and adolescents. Cochrane Database of systematic reviews, (6).
Kim-Cohen, J., Caspi, A., Moffitt, T. E., Harrington, H., Milne, B. J., & Poulton, R. (2003). Prior juvenile diagnoses in adults with mental disorder: developmental follow-back of a prospective-longitudinal cohort. Archives of general psychiatry, 60(7), 709-717.
Landreth, G. L., Ray, D. C., & Bratton, S. C. (2009). Play therapy in elementary schools. Psychology in the Schools, 46(3), 281-289.
Lindwall, M., & Lindgren, E. C. (2005). The effects of a 6-month exercise intervention programme on physical self-perceptions and social physique anxiety in non-physically active adolescent Swedish girls. Psychology of Sport and Exercise, 6(6), 643-658.
Lubans, D. R., Morgan, P. J., Cliff, D. P., Barnett, L. M., & Okely, A. D. (2010). Fundamental movement skills in children and adolescents. Sports medicine, 40(12), 1019-1035.MacMahon, J. R. (1990). The psychological benefits of exercise and the treatment of delinquent adolescents. Sports medicine, 9(6), 344-351.
Myatt, M. (2018). Building curriculum coherence. Impact journal 0f the chartered college of teaching.
Mostkoff, D. L., & Lazarus, P. J. (1983). The kinetic family drawing: The reliability of an objective scoring system. Psychology in the Schools, 20(1), 16-20.
Palleschi, L., De Gennaro, E., Sottosanti, G., Vetta, F., Ronzoni, S., Lato, P. F. A., & Marigliano, V. (1998). The role of exercise training in aged subjects with anxiety-depression syndrome. Archives of gerontology and geriatrics, 26, 381-384.
Poitras, V. J., Gray, C. E., Borghese, M. M., Carson, V., Chaput, J. P., Janssen, I., ... & Sampson, M. (2016). Systematic review of the relationships between objectively measured physical activity and health indicators in school-aged children and youth. Applied Physiology, Nutrition, and Metabolism, 41(6), S197-S239.
Saxena, S., Van Ommeren, M., Tang, K. C., & Armstrong, T. P. (2005). Mental health benefits of physical activity. Journal of Mental Health, 14(5), 445-451.
Wood, E., & Hedges, H. (2016). Curriculum in early childhood education: Critical questions about content, coherence, and control. The curriculum journal, 27(3), 387-405.
Wright, J. H., & McIntyre, M. P. (1982). The family drawing depression scale. Journal of clinical psychology, 38(4), 853-861.
Zachopoulou, E., Liukkonen, J., Pickup, I., & Tsangaridou, N. (2018). Early steps physical education curriculum: Theory and practice for children under 8. Human Kinetics.

Files

History

  • Receive Date: 23 September 2018
  • Accept Date: 03 April 2019

Share

How to cite

Statistics