The effects of the LiiNK Project on muscular strength, neuromuscular control, injuries, and resilience in elementary school children

Wagner, Lauren Mackenzie

Item

The effects of the LiiNK Project on muscular strength, neuromuscular control, injuries, and resilience in elementary school children

Wagner, Lauren Mackenzie

Date

2025-04-24

Abstract

As recess opportunities have declined in school settings, research has focused more on children’s physical and mental well-being. The primary purpose of the current study explored muscular strength (MusS) and neuromuscular control (NC), injury, and resilience score differences, by grade and sex, at two time points (September 2024 and January 2025) across fourth and fifth graders who engaged in a modified LiiNK Project recess intervention while also assessing relationships and variable predictions. MusS assessments included the dynamometer grip strength, single-leg three-hop, push-ups, and standing broad jump. NC was assessed using the side-step test. A Qualtrics survey assessed injuries, specifically fractures and tears, and resilience through the Child and Youth Resilience Measure (CYRM-R). A MANOVA was utilized to analyze MusS, NC, and resilience change scores by grade and sex, a Chi-square analyzed injuries, and an ANOVA analyzed resilience by race. Additionally, Pearson product correlations and multiple regression analysis were used to examine relationships between the dependent variables. The MANOVA indicated no main effects or interactions for grade and sex differences on MusS, NC, or resilience assessments (p > 0.05), and injuries by sex were not significant (p > 0.05). Resilience was not significant for race (p > 0.05). For both time points, MusS assessments were positively, moderately, and significantly (p < 0.05) related. Meanwhile, resilience, injuries, and sport participation were not significantly (p > 0.05) related. All children in this sample received the same modified LiiNK intervention, which included 30 minutes of recess and a character development lesson daily. The results demonstrated that the children were performing similarly to each other at both time points. The minimal MusS, NC, and resilience differences may also be due to the limited time period between data collection or the reduction of recess from 60 minutes to 30 minutes.