Manville Moves: an Exercise Intervention for Behavioral Regulation Among Children With Behavioral Health Challenges

Can a Physical Activity Program Implemented at a Therapeutic School Promote Emotional Regulation and School Success in Socially and Emotionally Vulnerable Children?

The purpose of this study is to examine whether an exergaming, aerobic physical education (PE) curriculum is acceptable and elicits improvements in behavioral self-regulation and classroom functioning among children with behavioral health challenges attending a therapeutic day school. After following an approved consent/assent process, children attending the school were randomized by classroom to take part in either 7 weeks of the experimental PE curriculum, or 7 weeks of the standard PE curriculum; after a 10 week washout period, children then crossed over into the other arm.

Inclusion Criteria:

• Attending the Manville School at the time of study initiation

Exclusion Criteria:

• Medical exemption from physical education classes
• Parental opt out from physical education classes