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dc.contributor.authorDeSchiffart, Susan
dc.date.accessioned2018-01-23T17:11:55Z
dc.date.available2018-01-23T17:11:55Z
dc.date.issued2017
dc.identifier.otherDOI; 10.25316/IR-365en
dc.identifier.urihttp://hdl.handle.net/10613/5416
dc.identifier.urihttp://dx.doi.org/10.25316/IR-365
dc.description.abstractThe purpose of this study was to evaluate the perceptions of a movement based program called BalAVisX in primary grades. The intent was to determine if this type of rhythmic movement provided an effective strategy to help support students with academics as well as focus and attention. In order to do this, I utilized a mixed methods research platform to answer: Is BalAVisX a valuable program to help improve our support for students with attention and academic challenges? The exercise program was set up for students in Kindergarten and Grade One who struggled with focus and attention. Over a three month period the students worked on sequential, rhythmic exercises, crossing the midline. After the three-month period, teachers, support staff, parents and students were invited to participate in a survey on their perception of the effectiveness of the exercises. The findings of the study supported that BalAVisX was a beneficial support program to increase academics and overall focus.en
dc.format.extent63 p.en
dc.format.mediumtexten
dc.format.mimetypeapplication/pdfen
dc.language.isoenen
dc.publisherElectronic version published by Vancouver Island Universityen
dc.subject.lcshAttention in childrenen
dc.titleSupporting struggling learners through BalAVisX exercisesen
dc.typeThesisen
dc.ThesisDegree.nameMaster of Educationen
dc.ThesisDegree.levelMaster'sen
dc.ThesisDegree.disciplineEducationen
dc.ThesisDegree.grantorVancouver Island Universityen
dc.description.fulltexthttps://viurrspace.ca/bitstream/handle/10613/5416/DeSchiffart.pdf?sequence=3&isAllowed=yen
dc.identifier.doiDOI; 10.25316/IR-365


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