Title | Influence of classroom-based physical activity breaks on physical activity and on-task behavior in preschool children |
Publication Type | Journal Article |
Year of Publication | 2015 |
Authors | Logan, SW, Wadsworth, DD, Robinson, LE, E Webster, K |
Journal | Journal of Education and Human Development |
Volume | 4 |
Pagination | 39–46 |
Abstract | PurposeThe purpose of this study was to determine the influence of implementing physical activity breaks on moderate-to-vigorous physical activity and on-task behavior in preschool children. MethodChildren enrolled in a public, federal-subsidized childcare center (n = 9) and a private, university-based childcare center (n = 12) participated in this within-subjects study. Data were collected on two days of typical instruction and two days that included the implementation of a 10-minute physical activity break. Moderate-to-vigorous physical activity was measured with accelerometers. Children’s on-task behavior was observed and recorded as on-task or off-task (motor, noise or passive/other). ResultsPaired-samples t-tests indicated that preschoolers in each sample accumulated significantly more total morning (p < .01) and indoor (p < .01) physical activity on days that provided a physical activity break. On-task behavior increased, although not significantly, after the physical activity break. ConclusionInitial evidence suggests that the implementation of physical activity breaks in preschool settings increases physical activity participation. |
URL | http://jehdnet.com/journals/jehd/Vol_4_No_4_December_2015/6.pdf |
DOI | 10.15640/jehd.v4n4a6 |