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dc.contributor.authorBenner, Julie Anne
dc.date.accessioned2013-04-23T20:02:08Z
dc.date.available2013-04-23T20:02:08Z
dc.date.issued2013-04-23
dc.identifier.urihttp://hdl.handle.net/10464/4325
dc.description.abstractThe focus of this project was twofold: a comprehensive examination of provincially mandated, school-based physical activity programming beyond physical education, as well as an exploration of the potential relationship between school-based physical activity and student anxiety. The data were collected using a descriptive research methodology consisting of a qualitative document analysis of provincial government publications pertaining to school-based physical activity programming and the literature on the relationship between physical activity and student anxiety. The findings revealed inconsistencies between the Canadian provinces and territories in providing mandated school-based physical activity beyond physical education. It was also revealed that regular school-based physical activity has the potential to make a positive impact on students’ lives in many ways. Students are living more sedentary lives, and evidence shows that regular physical activity could prevent and treat student anxiety.en_US
dc.subjectAnxietyen_US
dc.subjectDaily Physical Activityen_US
dc.titleDaily Physical Activity as an Intervention Strategy for Anxious Elementary Studentsen_US


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