A Classroom-Based Physical Activity Intervention for Elementary Student On-Task Behavior

Autor/inn/en	Maykel, Cheryl; Bray, Melissa; Rogers, H. Jane
Titel	A Classroom-Based Physical Activity Intervention for Elementary Student On-Task Behavior
Quelle	In: Journal of Applied School Psychology, 34 (2018) 3, S.259-274 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maykel, Cheryl)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2017.1403402
Schlagwörter	Physical Activities; Observation; Time on Task; Grade 3; Elementary School Students; Rural Schools; Intervention; Program Effectiveness; Student Behavior; Rating Scales; Check Lists; Learner Engagement; Correlation + Suchen Sie Ihr Suchwort? Beobachtung; Zeitaufwand; School year 03; 3. Schuljahr; Schuljahr 03; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Student behaviour; Schülerverhalten; Rating-Skala; Checkliste; Korrelation
Abstract	Few youths engage in the recommended amount of physical activity (PA). Many educators have concerns about increasing PA in schools, including taking time from academics, though studies show that school-based PA can be beneficial to academics. This study extends previous research on the relationship between school-based PA and time on task (TOT) by engaging students in teacher-led PA breaks in the classroom and observing students' on-task behavior for a longer period than previous studies. A third-grade class of 23 students from a rural New England public school was observed as part of a single-subject withdrawal design study. The class, therefore, served as its own control. Student on-task behavior was observed for 45 min following both inactive and active conditions using systematic direct observation procedures. The intervention consisted of 10 min of whole-body movement: 1-2 min of warm-ups, 6-8 min of moderate PA, and 1-2 min of cool-downs. Multiple measures of effect indicate that simple, 10-min, breaks for PA can improve TOT rates among elementary students. This study supports the use of brief breaks for PA to improve student TOT while also indicating that the effects persist for at least 45 min. This is valuable to educators who wish to increase TOT with a simple classroom intervention and for those who wish to help students meet the recommended amount of daily PA. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01