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This study investigated the influence of physical education class (PEC) as an intervention method for aggression, sociality, stress, and physical fitness levels in children from multicultural families. The hypothesis was that participating in PEC would result in reduced aggression and stress and improved sociality and physical fitness in multicultural children. A three-item questionnaire, a body composition test, and physical fitness tests were given three times. Eighty-four subjects were divided into four groups: multicultural children who participated in PEC (multi-PEG, n = 12), multicultural children who did not participate in PEC (multi-NPEG, n= 13), single-cultural children who participated in PEC (sing-PEG, n= 11), and single-cultural children who did not participate in PEC (sing-NPEG, n= 12), respectively. Parametric and nonparametric statistical methods were conducted on the collected data with a significance level set a priori at P< 0.05. After 8 weeks of PEC, fat mass (F= 2.966, P= 0.045) and body mass index (F= 3.654, P= 0.021) had significantly dif-ferent interaction effects. In the aspect of interaction effects from physical fitness variables, cardiopulmonary endurance (F= 21.961, P= 0.001), flexibility (F= 8.892, P= 0.001), muscular endurance (F= 31.996, P= 0.001), muscular strength (F= 4.570, P= 0.008), and power (F= 24.479, P= 0.001) were significantly improved in the multi-PEG compared to those of the other three groups. Moreover, sociality (F= 22.144, P= 0.001) in the multi-PEG was enhanced, whereas aggression (F= 6.745, P= 0.001) and stress (F= 3.242, P= 0.033) levels were reduced. As conclusion, the PEC reduced aggression and stress levels, and improved sociality and physical fitness levels after 8 weeks. This study confirmed that PEC for children from multicultural families can improve psychosocial factors and physical health.
Park et al. (Wed,) studied this question.