The Study
Part of a larger 3-year intervention program in an urban at-risk community, this study focused on the use of physical activity interventions in two pre-kindergarten classrooms and a fourth grade. Since participating teachers believed that their students did not come to school with the skills to undertake many required school routines, they designed interventions to reduce anti-social behavior and increase physical skill levels. Crystal F. Branta, associate professor of kinesiology in the College of Education at Michigan State University, provided leadership for the study which incorporated both qualitative and quantitative methods of evaluation.

The Findings
Restructuring the environment for movement and modifying the curriculum led to an increase in physical skill levels and cognitive understanding; students were more willing to work on more physically challenging activities and cooperate with their peers. Strategies to help children better understand issues related to physical space and control of force helped to eliminate confrontations, fights and general discord. The incidence of messing-instigating aggressive interaction-with another child and other anti-social behaviors decreased after motor skill intervention sessions; these sessions provided opportunities for children to develop their physical abilities while learning about cooperation, getting along with others and sharing. Instructional and physical activity time was increased since less time was spent on administering discipline.

What It Means to You
If children in your school have inadequate fitness and do not come to school with the requisite skills to undertake such school routines as: sitting next to another child, standing in line, taking turns with others and participating in classroom discussions, you may want to explore ways to use physical education sessions to reduce pushing, hitting, grabbing, etc. and minimize aggressive off-task behaviors. Lack of space between and among children while sitting in a circle or standing in line increases messing with others; teachers can restructure and open up space in the physical environment to decrease pushing, shoving, bumping and hitting when children are standing, sitting or moving in close contact with one another. Through body control units, children can learn the differences between tense/relaxed, slow/fast and soft force/hard force. Using physical activity interventions can be an effective way to facilitate positive social skills in urban at-risk children.

For More Information
Consult Branta, C.F. and Goodway, J.D. (1996). "Facilitating Social Skills in Urban School Children through Physical Education," Peace and Conflict: Journal of Peace Psychology, 2(4), 305-319. Lawrence Erlbaum Associates, Inc.

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