The effects of physical exercise on externalizing and internalizing behaviors in children

Abstract

The main aim of this paper is to determine the impact of the physical exercise on externalizing and internalizing behaviors in preschool children. The sample included 192 children aged 4 and 7 years. Of them, 87 took active part in organized physical activities and participated in a special 6-month physical education course, with 105 children making up the control group. In order to obtain data on externalizing and internalizing behaviors in children, a 36-item measuring instrument for behavior assessment was used. The results of this research suggest that over the observation period both externalizing and internalizing behaviors change in conformity to socially acceptable patterns of behavior. Both descriptive statistics and t-test results showed that the experimental group had better results in case of externalizing forms of behaviors rather than in the case of internalizing behaviors. In addition to this, it was shown that treatment-induced changes had influenced the reduction in scores regarding almost all indicators for problem behavior. Moreover, some of these changes were proved to be statistically significant. According to the results of a descriptive statistics, there is an emphasized tendency toward an increase in discrepancy between the experimental and control groups, with the discrepancy approaching a statistically significant difference under the influence of a special treatment. Based on everything said so far, the conclusion can be drawn that engagement in intensive physical activity encourages acquisition and development of conventional forms of behavior.