Active Kids Active Minds: A Physical Activity Intervention to Promote Learning?

Autor/inn/en	lisahunter; Abbott, Rebecca; Macdonald, Doune; Ziviani, Jennifer; Cuskelly, Monica
Titel	Active Kids Active Minds: A Physical Activity Intervention to Promote Learning?
Quelle	In: Asia-Pacific Journal of Health, Sport and Physical Education, 5 (2014) 2, S.117-131 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-7122
DOI	10.1080/18377122.2014.906057
Schlagwörter	Physical Activity Level; Physical Activities; Foreign Countries; Elementary School Students; Program Effectiveness; Elementary School Teachers; Physical Education; Specialists; Intervention; Cognitive Ability; Self Concept; Observation; Qualitative Research; Student Records; Interviews; Student Attitudes; Teacher Attitudes; Attitude Change; Statistical Analysis; Mixed Methods Research; Health Promotion; Child Health; Pretests Posttests; Measurement Equipment; Journal Writing; Questionnaires; Fidelity; Program Implementation; Australia; Cognitive Assessment System; Self Description Questionnaire; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Körpererziehung; Sportunterricht; Denkfähigkeit; Selbstkonzept; Beobachtung; Qualitative Forschung; Schülerakte; Interviewing; Interviewtechnik; Schülerverhalten; Lehrerverhalten; Attitudinal change; Einstellungsänderung; Statistische Analyse; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Messinstrument; Zeitschriftenaufsatz; Fragebogen; Australien
Abstract	This study assessed the feasibility and impact of introducing a programme of an additional 30 minutes per day of moderate physical activity within curriculum time on learning and readiness to learn in a large elementary school in south-east Queensland, Australia. The programme, Active Kids Active Minds (AKAM), involved Year 5 students (n = 107), their classroom teachers (n = 6) and an AKAM physical education specialist, and took place across one year. The fidelity of the intervention was assessed through objective physical activity measurement, while intervention outcomes included cognitive ability and self-perception tests as well as supplementary qualitative field observations, student academic records and behaviour records, and teacher and student participant interviews. Following the intervention, no significant changes were evident in students' cognition or self-perceptions. This paper reports the quantitative data measures that found only weak increased levels of moderate physical activity, qualitative results being reported elsewhere. The limitations and pragmatics around research design and physical activity interventions of this type in schools are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10