Daily Physical Activity as an Intervention Strategy for Anxious Elementary Students
dc.contributor.author | Benner, Julie Anne | |
dc.date.accessioned | 2013-04-23T20:02:08Z | |
dc.date.available | 2013-04-23T20:02:08Z | |
dc.date.issued | 2013-04-23 | |
dc.identifier.uri | http://hdl.handle.net/10464/4325 | |
dc.description.abstract | The 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.subject | Anxiety | en_US |
dc.subject | Daily Physical Activity | en_US |
dc.title | Daily Physical Activity as an Intervention Strategy for Anxious Elementary Students | en_US |
refterms.dateFOA | 2021-08-08T01:59:55Z |