The Effects of Integrated Classroom-Based Physical Activity on On-Task Behaviour for Indigenous Elementary School Students

The ability for school-aged children to stay on-task is crucial for success in school. One strategy to help children adhere to the expected behaviour of staying on-task is to increase opportunities for them to be physically active during class time. Physical activity that incorporates curricular content done in the classroom, known as integrated classroom-based physical activity, has been shown to improve on-task behaviour, increase physical activity, and teach curricular content simultaneously. Available research on integrated classroom-based physical activity and on-task behaviour is constantly expanding; however, there have been no studies yet with Indigenous children. The numerous benefits of integrated classroom-based physical activity may begin to address the complex problem of low academic attainment within Canada’s fastest growing population, Indigenous Peoples. The first purpose of this research was to examine the effects of integrated classroom-based physical activity on the on-task behaviour of Indigenous children in kindergarten, grade one, grade four, and grade five. The second purpose of this research was to gather the perspectives of the teachers and students who took part in the integrated classroom-based physical activity interventions. Study 1 utilized participatory action research methodology, which sought to engage teachers and school leaders in its design. On-task behaviour was assessed through direct observation with grade four and five participants at Whitecap Elementary School on Whitecap Dakota First Nation. Results indicated that the integrated classroom-based physical activity intervention may have been effective in improving the on-task behaviour of the participants. However, there was a regression to the mean issue that limited the findings. Study 2 built on the findings of study 1 and applied the same study design and methods with kindergarten and grade one participants at Whitecap Elementary School. The relationship between integrated classroom-based physical activity and on-task behaviour has not been investigated with this age group. Results indicated that the integrated classroom-based physical activity intervention was effective in improving the on-task behaviour of the participants. Study 3 gathered the perspectives of both teachers from study 1 and study 2 along with the perspectives of the grade four and five students who took part in study 1 through the use of qualitative methods. This study included teacher interviews and one student focus group. Four themes emerged from the interviews with the teachers and students. These themes reveal the importance of physical activity on academic performance, classroom management issues, the need to tailor classroom activity, and the students’ desire for competition and enjoyment of integrated classroom-based physical activity. Results from this mixed-methods research provide evidence that on-task behaviour is improved with integrated classroom-based physical activity for Indigenous students. Furthermore, qualitative findings present the barriers and facilitators to providing integrated classroom-based physical activity for elementary Indigenous students

Effects of Classroom-Based Physical Activities on Off-Task Behaviors and Attention: Kindergarten Case Study

The qualitative case study’s purpose was to determine if classroom-based physical activities would affect student off-task behaviors during instruction and students’ perceptions of ability to focus before and after activities. Research questions focused on kindergarteners’ ability to focus after classroom-based physical activity, perceptions of their ability to focus change with implementation of classroom-based physical activity, and effect of classroom-based physical activity on behavior. Kindergarteners were involved in daily activity stations such as jumping on trampolines, walking balance beams, crawling, and hopscotch. Three students were purposively selected as participants. Data were collected using interviews, video recordings, field notes, and off-task behavior frequency charts and analyzed using a constant comparative method. Study results indicated that implementation of classroom-based physical activities decreased students’ off-task behaviors. Decrease in off-task behaviors increased students’ perceptions of their ability to pay attention and remain on-task. Recommendations for future research include using a control group and participants diagnosed with ADHD

Classroom-based physical activity improves children’s math achievement:A randomized controlled trial

This RCT investigated the effect on children of integrating physical activity (PA) into math lessons. The primary outcome was math achievement and the secondary outcomes were executive functions, fitness and body mass index. Twelve Danish schools were randomized to either an intervention group or a control group. A total of 505 children with mean age 7.2 ± 0.3 years were enrolled in the study. Change in math achievement was measured by a 45-minute standardized math test, change in executive function by a modified Eriksen flanker task, aerobic fitness by the Andersen intermittent shuttle-run test, and body mass index by standard procedures. PA during the math lessons and total PA (including time spent outside school) were assessed using accelerometry (ActiGraph, GT3X and GT3X+). Children in the intervention group improved their math score by 1.2 (95% CI 0.3; 2.1) more than the control group (p = 0.011) and had a tendency towards a higher change in physical activity level during math lessons of 120,4 counts/min (95% CI -9.0;249.8.2, p = 0.067). However, the intervention did not affect executive functions, fitness or body mass index. Participation in a 9-month PA intervention (from 2012–2013) improved math achievement among elementary school children. If replicated, these findings would suggest that implementation of physical activity in school settings could lead to higher academic achievement.</div

Classroom-based physical activity breaks, sitting patterns and cognition in children

This PhD aimed to i) explore the feasibility of conducting cognitively engaging active breaks in the classroom with primary school children, both typically and non-typically developing; and ii) understand the effects of this strategy on children&rsquo;s class time sitting, cognitive functioning, and on-task behaviour

Impacting Student On-Task Behaviors Through Classroom Based Physical Activity and Movement

The research question addressed in this thesis study was: How do different amounts of physical activity and movement implemented into a suburban kindergarten classroom setting impact student on-task behaviors? The literature topics researched and reviewed before conducting this study were on physical activity and movement, classroom management histories, classroom behaviors, and classroom physical activity. In this study, the mixed methods design was used in monitoring and collecting data with the quantitative method as the main approach and the qualitative method as the secondary. Over a five-week period, 16 kindergartners in a suburban classroom participated, and were monitored, before and after different sets of physical activity and movement, which were known as Brain Breaks. The goal was to examine the impact that different time amounts of physical activity might be having on student on-task behaviors. A quantitative behavioral scale was used before and after each Brain Break as a way to score students on their on-task behaviors. These students also took part in qualitative interviews, before and after each Brain Break set, to gage their personal perspective on the sets. Data revealed that the Medium and High levels of Brain Breaks had a positive impact on students’ ontask behaviors whereas the Low-level Brain Break had a neutral and/or negative impact. Every child is different, and can be impacted differently when it comes to Brain Breaks, but the Medium and High level sets showed a positive influence in relation to on-task behaviors. Ultimately, all of the data, both quantitative and qualitative, showed how impactful physical activity and movement breaks were on students and their on-task behaviors, both positively, neutrally, and negatively. Limitations, future studies and impacts on classrooms today were discussed

Effects of a classroom-based physical activity program on childrens physical activity levels

pre-printHigh levels of physical inactivity are evident among many American children. To address this problem, providing physical activity (PA) during the school day within the CSPAP framework, is one strategy to increase children's PA. Thus, the purpose of this study was to examine the effects of a classroom-based PA program on children's PA. Two hundred and ten students from one school participated in TAKE 10! for 12 weeks. All students wore pedometers and a sample of 64 students wore accelerometers for 4 days during week 1 (baseline), week 8 (midintervention), and week 12 (end-intervention). Data were analyzed using repeated-measures ANOVA. The results showed that students' daily in-school step counts increased by 672 steps from baseline to midintervention (P < .001). Students' moderate-to-vigorous intensity PA (MVPA) increased by approximately 2 minutes from baseline to end-intervention (P < .01). In conclusion, participating in TAKE 10! helps children strive toward the goal of recommended daily MVPA

Physical Activity in High School Classrooms: A Promising Avenue for Future Research

Adolescence represents a sensitive period whereby lifestyle factors such as physical activity can have profound, long-lasting effects on development and later life habits. However, adolescence constitutes a period of frequent sedentary behaviour. Among children, integrating physical activity into elementary school classrooms has been shown to reduce sedentary behaviour and improve academic achievement and overall physical and mental health. However, this promising area of research has not extended to adolescents and high school classrooms. In this paper, we describe the benefits of conducting research on the impact of physically active high school classrooms, and highlight the challenges and potential misconceptions associated with research in this field. Specifically, we review research on the role of physical activity in adolescent development, the benefits of classroom-based physical activity for children, and discuss the factors that may have led researchers to focus on classroom-based physical activity primarily for children, despite the potentially similar benefits for adolescents

Classroom-based physical activity and sedentary behavior interventions in adolescents : a systematic review and meta-analysis

Background: It is reported that 81% of adolescents are insufficiently active. Schools play a pivotal role in promoting physical activity (PA) and reducing sedentary behavior (SB). The aim of this systematic review and meta-analysis was to evaluate classroom-based PA and SB interventions in adolescents. Methods: A search strategy was developed using the PICOS framework. Articles were screened using strict inclusion criteria. Study quality was assessed using the Effective Public Health Practice Project quality assessment tool ( http://www.ephpp.ca/tools.html ). Outcome data for preintervention and postintervention were extracted, and effect sizes were calculated using Cohen’s d. Results: The strategy yielded 7574 potentially relevant articles. Nine studies were included for review. Study quality was rated as strong for 1 study, moderate for 5 studies, and weak for 3 studies. Five studies were included for meta-analyses, which suggested that the classroom-based interventions had a nonsignificant effect on PA (P=.55, d=0.05) and a small, nonsignificant effect on SB ( P=.16, d=−0.11). Conclusion: Only 9 relevant studies were found, and the effectiveness of the classroom-based PA and SB interventions varied. Based on limited empirical studies, there is not enough evidence to determine the most effective classroom-based methodology to increase PA and SB