简介：Background:Thewell-roundeddevelopmentofthechild,includingphysical,cognitive,emotional,andsocialhealth,maybethemostefficientroutetowell-beingandacademicsuccess.Theprimarygoalwastoinvestigatethefeasibilityofimplementinga12-weekstructuredprogramofphysicalactivity(PA)incorporatingcognitive,social,andemotionalelementsinpreschool.Additionally,thisstudy,usingawithin-subjectdesign,examinedtheacuteeffectsofaPAsessiononclassroomengagementandchangesonperceivedcompetenceandpeeracceptancefromthefirsttothelastweekoftheprogram.Methods:Twenty-sevenpreschoolers(meanage=4.2years)completedthePictorialScaleofPerceivedCompetenceandSocialAcceptanceforYoungChildrenbeforeandafteratwice-weeklyPAprogram.Unobtrusiveclassroomobservationswereconductedforverbal,social,andaffectiveengagementduringthefirstandlastweekoftheprogram,bothfollowingastructuredPAsession(experimentalday)andonadaywithoutPA(controlday).Treatmentfidelitywasmonitoredtoensurethattheinterventionwasdeliveredasdesigned.Results:ThechildrenexhibitedlongerperiodsofverbalandsocialengagementduringclassroomperiodsthatfollowedPAsessionsthanonnon-PAdays.ChildrenalsoexpressedmorepositiveaffectfollowingPAsessionsduringthelastweekofthePAprogram.Despitehighbaselinescores,perceptionsofgeneralcompetenceincreasedmeaningfully(η2=0.15,p=0.05),drivenbyincreaseinperceptionsofcognitivecompetence(η2=0.15,p=0.06).Conclusion:ThisstudydemonstratesthefeasibilityofprovidingstructuredPAprogramtopreschoolers.Moreover,theseinitialfindingssuggestthatpurposelydesigned,structuredPAmayhelpadvancethesocial–emotionalengagementandperceivedcompetenceofpreschoolchildren.