|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|
The 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.
Children 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).
Paired-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.
Initial evidence suggests that the implementation of physical activity breaks in preschool settings increases physical activity participation.