Examining the Influence of Teacher Behavior and Curriculum-Based Movement Breaks

Autor/inn/en	Fedewa, Alicia L.; Cornelius, Colleen; Erwin, Heather E.; Ahn, Soyeon; Stai, Claire
Titel	Examining the Influence of Teacher Behavior and Curriculum-Based Movement Breaks
Quelle	In: Journal of Educational Research, 111 (2018) 5, S.584-593 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2017.1323719
Schlagwörter	Teaching Methods; Teacher Behavior; Physical Activities; Correlation; Motion; Grade 3; Grade 4; Grade 5; Elementary School Students; Elementary School Teachers; Teacher Influence; Randomized Controlled Trials; Observation; Measurement Equipment; Longitudinal Studies; Mathematics Achievement; Reading Achievement; Statistical Analysis; Teacher Role + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Teacher behaviour; Lehrerverhalten; Korrelation; Bewegungsablauf; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Beobachtung; Messinstrument; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Statistische Analyse; Lehrerrolle
Abstract	Little research has explored the impact of teacher behavior in the relationship between classroom movement breaks and student outcomes. The authors' primary purpose was to explore teacher behavior during classroom movement breaks to determine if teacher behavior served as a moderating variable in the relationship between physical activity and student achievement. The second major aim was to examine these relationships across two different types of movement breaks: (a) academic-content movement breaks and (b) aerobic-based movement breaks. Children (n = 466) in Grades 3-5 from four elementary schools served as participants in the study. Results found that teachers who encouraged students to move and teachers who moved themselves did not necessary have students with higher activity levels during the movement breaks. However, significant differences across the type of movement break provided were found. Implications and limitations are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01