Self Regulation
Conditions
Keywords
self regulation, recreational activities, preschoolers
Brief summary
Protocol of Self Regulation in Early Learners: The Role of Recreational Activity Program (RAP) This study examined the effects of a structured Recreational Activity Program (RAP) on self-regulation in preschool children aged 5-6 years. The RAP was delivered over 12 weeks, with two approximately 60-minute sessions per week (24 sessions in total). Each session followed a three-phase structure consisting of rhythm- and movement-based warm-up activities, structured and rule-based games, and relaxation-oriented activities, including basic yoga, breathing exercises, meditation, and relaxation practices. The program was designed to provide developmentally appropriate opportunities to support attentional, behavioral, and emotional regulation through structured recreational experiences. Children in the control condition continued their routine preschool education and did not receive the RAP sessions.
Detailed description
This study evaluated a structured, play-based Recreational Activity Program (RAP) designed to support self-regulation in preschool children. The study involved two existing preschool classrooms, which were randomly allocated to either the RAP condition or the control condition. The RAP was delivered over a 12-week period, with two sessions per week and 24 sessions in total. Each session lasted approximately 60 minutes and followed a three-phase structure: approximately 15 minutes of rhythm- and movement-based warm-up activities, 30 minutes of structured and rule-based games, and 15 minutes of relaxation-oriented activities. The structured games provided opportunities to practice attention, imitation, communication, cooperation, self-control, patience, strategy use, and turn-taking. The final phase included basic yoga practices, breathing exercises, meditation, and relaxation activities. Activities varied across sessions while the overall three-phase structure was maintained. Children assigned to the control condition continued their routine preschool education under the supervision of their classroom teacher and did not receive the structured RAP sessions. Written informed consent was obtained from the parents or legal guardians of all participating children prior to data collection. Children were informed about the study using age-appropriate language, and their willingness to participate was respected throughout the study.
Interventions
BEHAVIORALRecreation Activity Program
The Recreational Activity Program (RAP) was a 12-week, multicomponent program delivered twice weekly for a total of 24 sessions. Each 60-minute session consisted of approximately 15 minutes of rhythm- and movement-based warm-up activities, 30 minutes of structured rule-based games, and 15 minutes of relaxation-oriented activities, including age-appropriate yoga, breathing exercises, meditation, and creative drama. The program was designed to provide structured recreational experiences supporting children's self-regulatory skills.
Sponsors
Selcuk University
University of Malaga
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
SUPPORTIVE_CARE
Masking
SINGLE (Outcomes Assessor)
Masking description
Single (Outcomes Assessor)
Intervention model description
pre and post-test with the control group
Eligibility
Sex/Gender
ALL
Age
5 Years to 6 Years
Healthy volunteers
Yes
Inclusion criteria
Children aged 5-6 years enrolled in the participating preschool classrooms and regularly attending preschool. Written informed consent provided by a parent or legal guardian. Willingness of the child to participate in the study activities.
Exclusion criteria
Presence of a health or developmental condition that could prevent participation in the study activities. Absence of parental/legal guardian consent.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Self-Regulation Assessment | Baseline (pre-intervention) and immediately after completion of the 12-week intervention. | Total self-regulation was assessed using the Preschool Self-Regulation Assessment (PSRA), a performance-based assessment developed by Smith-Donald et al. (2007). The Turkish adaptation was conducted by Tanrıbuyurdu and Yıldız (2012). The adapted measure includes two dimensions, Attention/Impulse Control and Positive Emotion. The total score was used as the primary outcome, with higher scores indicating higher levels of self-regulation. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Attention/Impulse Control | Baseline (pre-intervention) and immediately after completion of the 12-week intervention. | Attention/Impulse Control was assessed using the corresponding dimension of the Preschool Self-Regulation Assessment (PSRA). This dimension assesses children's ability to regulate attention and behavior, including attentional control and impulse regulation. Higher scores indicate higher levels of attention/impulse control. |
| Positive Emotion | Baseline (pre-intervention) and immediately after completion of the 12-week intervention. | Positive Emotion was assessed using the corresponding dimension of the Preschool Self-Regulation Assessment (PSRA). This dimension assesses positive emotional expression during the assessment. Higher scores indicate higher levels of positive emotion. |
Countries
Turkey (Türkiye)
Contacts
STUDY_CHAIRÖzlem Yalçın Kişi, Student
Selcuk University
Outcome results
None listed