PLAYGROUND INTERVENTIONS DURING THE COVID19 PANDEMIC: AFFECTIVE-MOTIVATIONAL IMPACT

Authors

  • Méndez-Giménez, A Senior lecturer. Faculty of Teacher Training and Education. University of Oviedo (Spain)
  • Chamorro Durán, C Teacher in Primary Education. Consejería de Educación de Madrid. CEIP Cristóbal Colón, Villaverde Alto, Madrid (Spain)

Keywords:

Motivation, self-determination theory, Covid-19, playground interventions, school playgrounds, unstructured play.

Abstract

This study examines the effect of an active recess program on self-determined motivation, basic psychological needs, global self-esteem, and mood of schoolchildren during the pandemic. 160 schoolchildren (M = 11.42; SD = 0.94) from 4th to 6th grade of primary education, from 2 schools (Experimental group, N = 83 and Control group, N = 77) participated. A quasi-experimental design was carried out with 3 measurements throughout the 2020-2021 academic year: T1 (January), T2 (March), and T3 (June). Repeated Measures ANOVAs taking time (T1, T2, and T3) as within-subject factor, and group as inter-subject factors revealed significant effects over time (almost all variables) and group interactions (self-esteem). Three intergroup MANOVA(s), one at each measurement time, showed differences in favor of the experimental group, which were greater at T2.

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Published

2024-01-01

Issue

Vol. 23 No. 93 (2023): Vol. 23, No. 93, November/ December 2023

Section

Articles