Physical Activity, Self-Regulation, and Early Academic Achievement in Preschool Children

Abstract

Research Findings: The present study investigated whether active play during recess was associated with self-regulation and academic achievement in a prekindergarten sample. A total of 51 children in classes containing approximately half Head Start children were assessed on self-regulation, active play, and early academic achievement. Path analyses indicated that higher active play was associated with better self-regulation, which in turn was associated with higher scores on early reading and math assessments. Practice or Policy: Results point to the benefits of active play for promoting self-regulation and offer insight into possible interventions designed to promote self-regulation and academic achievement.

Notes

Note. Possible scores for the Head–Toes–Knees–Shoulders task range from 0 to 40.

*p < .05. **p < .01. All tests are two-tailed.