The impact of regular group physical exercise on children’s behaviour in a residential special school


Individualised programs of exercise helped individual students’ regulation, but were having a disruptive effect on overall classroom functioning and teaching. The current investigation explored whether a class-based intervention would have the same benefit for the individuals whilst also having a less disruptive effect on overall teaching and learning. Findings suggest that no only was the class-based intervention less disruptive to class, but On the whole, adults and children experienced a sense of enjoyment and fun during the exercise period. Staff reported children were generally calmer, less fidgety and more focused once the
exercise sessions were in place.

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