Classroom-based physical activity breaks. Potential for use with children with special educational needs.

Autor/inn/en	McMinn, David; Rowe, D.A.; Trim, V.
Titel	Classroom-based physical activity breaks. Potential for use with children with special educational needs. Gefälligkeitsübersetzung: Bewegte Pausen im Klassenzimmer. Das Anwendungspotential bei Kindern mit besonderen pädagogischen Bedürfnissen.
Quelle	In: International journal of physical education, 48 (2011) 4, S. 20-30Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0341-8685
Schlagwörter	Evaluation; Kind; Aktivität; Verhaltensauffälligkeit; Lernbehinderung; Übung; Übungsform; Übungsgestaltung; Übungsprogramm; Bewegungsmangel; Bewegung (Motorische); Sportpädagogik; Grundschulalter; Bedingung; Wirkung; Zielgruppe
Abstract	Children with special educational needs are less active than their mainstream counterparts. One strategy to increase physical activity levels in child populations is through classroom activity breaks (CAB). However, not all current CAB activities were designed for children with special educational needs. The aim of this study was to identify suitable CAB activities for children with special educational needs, in particular for children with social, emotional, and behavioural difficulties (SEBD). Experts from the fields of education, physical activity promotion, exercise psychology, creative movement, child behaviour, and child welfare were invited to attend a one-day workshop with experienced teachers of children with SEBD. Participants were asked to discuss considerations, barriers, and benefits of classroom-based physical activity for children with SEBD. Participants then identified suitable CAB activities from three existing programs designed for primary school children. A list of top-rated activities was compiled for lower and upper primary school ages. Identified barriers to classroom based physical activities included low self-esteem, removal of securities, and possible effect on emotional state. Benefits included increased self-esteem, improved cognitive abilities, and improved social skills. Commonalities of top-rated activities were the absence of competitive elements, use of simple concepts, and suitability for confined spaces. Future studies should compile the top-rated activities identified in this study and assess their potential impact on the physical activity, on task behaviour, enjoyment, and behaviour of children with SEBD. Verf.-Referat.
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2012/3