Background/Purpose In the last decade over 20 million people in the United States have been affected by natural disasters (CRED, 2012). The purpose of this study was to examine students' perceived efficacy of stress reducing techniques within an afterschool physical activity program conducted after a natural disaster. Somatic (positive self-talk and group sharing) and physiological (deep breathing and relaxation) stress and anxiety reducing techniques were introduced within physical activity.
Method Forty elementary school students participated in an eight week after-school program that consisted of 16 one hour sessions. Each session included the initial period of physical activity (20 min.) followed by group sharing or drawing session (20 min.) and twenty more minutes of physical activity. Data were collected through individual interviews (30 min.), drawings (7 per child), student narrations that accompanied drawings, group interviews (10), and non-participant observations (16).
Analysis/Results Codes were developed to concurrently interpret drawings and accompanying narratives while data from other sources were coded independently. Thematic analysis was used to analyze all data. The following themes relative to efficacy of stress and anxiety reducing techniques were identified: (a) applicability to self, (b) multidimensionality of use, (c) transferability to others, (d) simplicity and practicality.
Conclusions The results of this study suggest that students recognized the efficacy of stress reducing techniques. A combination of somatic, physiological and group sharing elements created a uniquely positive environment that was previously unseen in physical activity settings. Following a natural disaster, an inclusion of stress reducing strategies within an educational setting is recommended.
See more of: Research Consortium