Academically Oriented Activity Breaks for First-Grade Chilean Students: Development and Pilot Testing Effectiveness

Autor/inn/en	Kain, Juliana; Ortega, Alejandra; Garmendia, María Luisa; Corvalán, Camila; Marambio, Paola; Rojas, Joanna; Muñoz, Camila; Leyton, Barbara
Titel	Academically Oriented Activity Breaks for First-Grade Chilean Students: Development and Pilot Testing Effectiveness
Quelle	In: Health Education & Behavior, 47 (2020) 3, S.439-448 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kain, Juliana) ORCID (Ortega, Alejandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1981
DOI	10.1177/1090198120912189
Schlagwörter	Physical Activities; Physical Activity Level; Grade 1; Elementary School Students; Foreign Countries; Program Development; Program Implementation; Program Effectiveness; Program Evaluation; Barriers; Games; Teacher Competencies; Student Attitudes; Teacher Attitudes; Principals; Administrator Role; Faculty Workload; Chile (Santiago) + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Ausland; Programmplanung; Programme evaluation; Programmevaluation; Game; Spiel; Spiele; Lehrkunst; Schülerverhalten; Lehrerverhalten; Principal; Schulleiter
Abstract	We developed and pilot tested the effectiveness of a physically active academic program, Active Breaks (AB), whose objective is to increase school time moderate/vigorous physical activity (MVPA) among first graders, through daily 15-minute bouts of MVPA, at the beginning of the first lesson. Initially, 240 cards including one game each were developed and tested in first-grade students from 16 schools in Santiago. Trained observers and school teachers assessed the time, ease, and feasibility of implementation for each card. Barriers and facilitators to implementation were obtained from semistructured interviews to 14 teachers (out of 16). In eight schools (n = 556 students), we compared school time MVPA (with accelerometers) at baseline and follow-up, using test of proportions. One-hundred and twenty cards (games) complied with all aspects. AB were implemented 50% of the time with a duration of 14 minutes (SD = 5). More than 90% of the time, teachers felt competent to conduct AB, and children understood the instructions and enjoyed the activity. The main facilitators included teachers liking physical activity and considering it important, support of principal and school staff, and conducting AB inside the classroom. Barriers included teacher's workload and having to conduct AB during the first lesson. During the 4-month period of implementation, MVPA increased by 1.5 and 1.2 percentage points in boys and girls, respectively. The set of 120 cards is easy and feasible to implement. Moreover, preliminary results suggest they could be effective in increasing MVPA during school time, although studies with longer follow-ups are needed to assess the validity of these findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01