Effects of Structured Play Interventions on Self-Esteem, Physical Competence, and Psychological Well-Being in Children
Keywords:
Child, Play Therapy, Self Concept, Physical Fitness, Mental HealthAbstract
Structured play has been proposed as an effective approach to enhance both physical and psychological health in children. However, empirical evidence on its impact on self-esteem, physical competence, and psychological well-being remains limited.
Objective: This study examined the effects of an eight-week structured play intervention on self-esteem, physical competence, and psychological well-being in children aged 8–11 years. A total of 68 children were recruited from primary schools and assigned to either a structured play intervention group (n = 34) or a control group (n = 34). The intervention consisted of twice-weekly 45-minute sessions incorporating skill-based activities, cooperative games, and reflection periods. Outcomes were assessed using the Rosenberg Self-Esteem Scale (child-adapted), Physical Self-Perception Profile for Children, and KIDSCREEN-27 for psychological well-being. Pre- and post-intervention data were analyzed using ANCOVA, controlling for baseline scores, with effect sizes reported as partial eta squared (η²p). ANCOVA revealed significant intervention effects on all outcomes. Self-esteem improved significantly in the intervention group compared to controls (F(1, 65) = 18.42, p < 0.001, η²p = 0.22). Similarly, perceived physical competence (F(1, 65) = 32.15, p < 0.001, η²p = 0.33) and psychological well-being (F(1, 65) = 24.87, p < 0.001, η²p = 0.28) increased significantly. Paired-sample t-tests confirmed pre- to post-intervention improvements in the intervention group (all p < 0.001), whereas changes in the control group were non-significant. Structured play interventions are effective in enhancing self-esteem, physical competence, and psychological well-being in children, highlighting their potential for promoting holistic development in school and community settings.
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