Brain Breaks Improve Student Behavior and Focus

The purpose of this action research project was to determine the impact of brain breaks, or physical activity breaks, when implemented as a transition to learning centers in the preschool classroom. Learning centers consist of small group time, one-on-one time with the teacher, and whole group time where important preschool state standards are taught. The study was conducted over five weeks in two preschool classrooms. One classroom was designated as the control group, and the other classroom as the treatment group. Data was collected to determine if brain breaks had an impact on student focus and behavior. After five weeks of intervention, students in the treatment group displayed a decrease in instances of off-task behavior. It was concluded that brain breaks do improve student focus and behavior. The study found that as the research went on and brain breaks became a normal part of the routine for the students in the treatment group, they engaged in more on-task behaviors and less off-task behaviors

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

A escola em movimento em prol da promoção da competência de leitura: uma revisão teórica

Este artigo trata da promoção da leitura na escola. Há diversas razões teóricas e evidências prévias a favor da integração do movimento físico no processo de ensino-aprendizagem. Busca-se entender se essa integração é plausível especificamente para a aprendizagem da leitura e como ela pode ocorrer. Por meio de uma revisão de literatura, considerando predominantemente estudos da Alemanha, objetiva-se identificar as razões relacionadas ao processo da leitura, da alfabetização e do letramento. Discutem-se as razões à luz do modelo de processamento textual de Walter Kintsch e Teun van Dijk e da teoria de rubicão de Heinz Heckhausen. Apresentam-se razões a respeito de processos cognitivos de leitura, da volição e da motivação que apoiam o pressuposto de que a aquisição da competência de leitura recebe estímulos importantes pela oferta de aulas em movimento. É plausível que a inserção de movimento atue sobre os objetivos que o leitor quer alcançar por meio da leitura. A autoestima corporal parece ter um impacto positivo na volição pela leitura e uma influência no autoconceito do leitor. Expõem-se também algumas atividades de ensino e aprendizagem para aulas fisicamente ativas de leitura ao nível da alfabetização e do letramento, encontradas na literatura específica. Realiza-se uma diferenciação entre atividades de ensino e aprendizagem em movimento que acompanham a aprendizagem e que a facilitam.The current article addresses the promotion of reading at school. There is previous evidence and several theoretical arguments in favor of the integration of physical movement in the teaching-learning process. The question is raised as to whether this integration is plausible, specifically for learning to read, and how it could occur. Through a literature review, considering predominantly German studies, the objective is to identify the arguments related to the process of reading and literacy. The arguments are discussed in the light of the Text Processing Model by Walter Kintsch and Teun van Dijk and Heinz Heckhausen’s Rubicon theory. Arguments are presented regarding cognitive reading processes, volition, and motivation, which support the assumption that the acquisition of reading competence gains important stimuli through the offer of classes on the move. It seems plausible that the insertion of movement acts on the goals that the reader wants to achieve through reading. Body self-esteem seems to have a positive impact on volition through reading and an influence on the reader’s self-concept. Some teaching and learning activities are put forward for physically active reading classes in terms of literacy, found in the specific literature. Differentiation is made between teaching and learning activities on the move, which accompany and facilitate learning

The Longitudinal Association Between Objectively-Measured School-Day Physical Activity and Academic Achievement in US Elementary School Students

Background: It is recommended that school-aged children accrue 30 minutes of daily moderate-to-vigorous physical activity (MVPA) in school. Current literature is inconclusive about the long-term associations between school-based physical activity and academic achievement. In this study, we use a large sample and longitudinal design to rigorously evaluate whether school-day MVPA is associated with academic achievement. Methods: In a diverse suburban public school district, 4936 Grade 4 students were recruited in 40 elementary schools. Students wore accelerometers to measure school-day MVPA for 15 days across three semesters. Academic performance data was collected across Grade 3 fall to Grade 5 spring, including teacher-assigned grades and standardized test scores. Multilevel modeling was conducted controlling for student demographics and school characteristics. Results: Cross-sectional analyses found small negative associations in Grade 4. Grade 4 full-year mean daily school-day MVPA had β = −-0.066, β = −-0.063, β = −-0.066, and β = −-0.058 associations (p \u3c  0.001) with Grade 4 math, reading, spelling, and writing grades respectively, and Grade 4 full-year mean daily school-day MVPA had β = −-0.206 and β = −-0.283 (p \u3c  0.001) associations with Grade 4 math and English Language Arts (ELA) standardized test scores respectively out of approximately 500 points. Longitudinal analyses found no significant associations between Grade 4 full-year mean daily school-day MVPA and Grade 5 Fall course grades. Results also indicated small negative associations for students attaining 30+ minutes of daily school-day MVPA compared to those attaining less than 15 minutes, but only in Grade 4 Fall cross-sectional analyses where teacher-assigned reading, spelling, and writing grades were − 1.666, − 1.638, and − 1.993 points lower respectively (p \u3c  0.001). Conlcusion: The cross-sectional findings, while statistically significant in a negative direction, have a negligible association when translated practically. For example, even if students attained twice the recommended amount of school-day MVPA – which would constitute an approximately 300% increase from current levels – results suggest that grades would only decrease by 2 points on a 100-point scale. Furthermore, longitudinal analyses suggest school-day MVPA does not have a predictive association with course grades or standardized test scores. Findings suggest school-based MVPA implemented in accordance with recommendations does not meaningfully detract from academic progress. Trial registration: ClinicalTrials.gov, NCT03765047. Registered 05 December 2018 - Retrospectively registered, https://clinicaltrials.gov/ct2/show/NCT0376504

Physical Activity Breaks Improve Student Learning

The purpose of this literature review is to look at how physical activity or movement breaks impact students\u27 academic achievement in the classroom. The literature provides several studies done by different researchers and the positive effects physical activity breaks have on students and their performance and behaviors in the classroom. Teachers are always looking for ways to keep students motivated and focused so they can perform well on tasks and assessments in schools. The literature that was reviewed shows how each of the studies reported positive results for brain and health development as well as increasements in academics for students with and without disabilities. The researched literature also shows ways to help students improve their focus and behaviors by self-regulating as well as interventions or physical activities that can take place in the classrooms for teachers to incorporate physical activity or movement within their lessons or daily routine

Adolescent mental health priorities during the Covid-19 pandemic

Increasing evidence has shown that the Covid-19 outbreak has impacted adolescents’ mental health. Utilising a mixed-method design, the current study examined a total of 518 adolescent perspectives (60% female), in Scotland, on what has and could help their mental health in the context of Covid-19. A reflexive thematic analysis revealed three themes in relation to what has helped adolescents’ mental health since the Covid-19 outbreak. These related to findings about the value of: (1) engaging in recreational activities, (2) engaging with friends, and (3) the disruption to schooling. The remaining four themes related to what could have helped adolescents mental health and wellbeing since the Covid-19 outbreak. These focussed on (1) better support: in relation to mental health; school work; and communication, (2) contact with friends, and (3) more opportunities for recreational activities. Males were more likely to report recreational activities had helped and less likely to report better support could have helped. Adolescents who reached clinical threshold for depression and anxiety and those with elevated PTSD-like symptoms about Covid-19 were more likely to state more support could have helped, and adolescents who reached clinical threshold for depression were less likely to report that friends could have helped their mental health. The findings may inform mental health policy and interventions in the recovery from the Covid-19 pandemic

A critical evaluation of systematic reviews assessing the effect of chronic physical activity on academic achievement, cognition and the brain in children and adolescents: A systematic review

Background. International and national committees have started to evaluate the evidence for the effects of physical activity on neurocognitive health in childhood and adolescence to inform policy. Despite an increasing body of evidence, such reports have shown mixed conclusions. We aimed to critically evaluate and synthesise the evidence for the effects of chronic physical activity on academic achievement, cognitive performance and the brain in children and adolescents in order to guide future research and inform policy. Methods. MedLine, Embase, PsycINFO, Cochrane Library, Web of Science, and ERIC electronic databases were searched from inception to February 6th, 2019. Articles were considered eligible for inclusion if they were systematic reviews with or without meta-analysis, published in peer-reviewed (English) journals. Reviews had to be on school-aged children and/or adolescents that reported on the effects of chronic physical activity or exercise interventions, with cognitive markers, academic achievement or brain markers as outcomes. Reviews were selected independently by two authors and data were extracted using a pre-designed data extraction template. The quality of reviews was assessed using AMSTAR-2 criteria. Results. Of 908 retrieved, non-duplicated articles, 19 systematic reviews met inclusion criteria. One high-quality review reported inconsistent evidence for physical activity-related effects on cognitive- and academic performance in obese or overweight children and adolescents. Eighteen (critically) low-quality reviews presented mixed favourable and null effects, with meta-analyses showing small effect sizes (0.1–0.3) and high heterogeneity. Low-quality reviews suggested physical activity-related brain changes, but lacked an interpretation of these findings. Systematic reviews varied widely in their evidence synthesis, rarely took intervention characteristics (e.g. dose), intervention fidelity or study quality into account and suspected publication bias. Reviews consistently reported that there is a lack of high-quality studies, of studies that include brain imaging outcomes, and of studies that include adolescents or are conducted in South American and African countries. Conclusions. Inconsistent evidence exists for chronic physical activity-related effects on cognitive-, academic-, and brain outcomes. The field needs to refocus its efforts towards improving study quality, transparency of reporting and dissemination, and is urged to differentiate between intervention characteristics for its findings to have a meaningful impact on policy

PENGARUH PROGRAM AKTIVITAS FISIK DAN LINGKUNGAN SEKOLAH TERHADAP KEMAMPUAN GERAK, KEBUGARAN JASMANI DAN KESEHATAN MENTAL

Penelitian ini bertujuan untuk mengetahui dan menguji pengaruh program aktivitas fisik dan lingkungan sekolah terhadap kemampuan gerak, kebugaran jasmani dan kesehatan mental. Metode yang digunakan adalah kuasi eksperimen dengan desain vactorial. Populasi dalam penelitian ini adalah remaja di Sumatera Barat berjumlah 481.156 orang. Teknik pengambilan sampel menggunakan teknik cluster sampling, sehingga diperoleh siswa remaja umur 15-19 tahun (113 pria dan wanita) dijadikan sampel sesuai kebutuhan penelitian. Instrumen yang digunakan untuk mengetahui kemampuan gerak adalah Barrow Motor Ability Test (BMA), kebugaran jasmani menggunakan Tes Kebugaran Jasmani Indonesia (TKJI) dan kesehatan mental menggunkan angket. Eksperimen dilaksanakan selama 12 minggu dengan jumlah pertemuan sebanyak satu kali setiap minggu untuk program Pendidikan jasmani dari masing-masing kelompok perlakuan dan untuk program Out of School Hours Activity (OSHA) sebanyak tiga kali perminggu. Penelitian ini menerapkan empat kelompok perlakukan yaitu program aktivitas fisik berbasis pendidikan jasmani yang berada di lingkungan sekolah luas (X1) dan lingkungan sekolah sempit (X3), program aktivitas fisik berbasis pendidikan jasmani+OSHA yang berada di lingkungan sekolah luas (X2) dan lingkungan sekolah sempit (X4). Data di analisis menggunakan teknik uji Kruskal Wallis pada taraf signifikansi α= 0,05. Hasil penelitian menunjukkan bahwa: 1) Terdapat perbedaan pengaruh antara program aktivitas fisik Penjas dan Penjas+OSHA terhadap kemampuan gerak, kebugaran jasmani dan kesehatan mental siswa; 2) Tidak terdapat interaksi antara program aktivitas fisik dengan lingkungan sekolah terhadap kemampuan gerak, demikian pula pada variabel kesehatan mental siswa, akan tetapi pada variable kebugaran jasmani terdapat interaksi; 3) Terdapat perbedaan pengaruh antara program aktivitas fisik Penjas dan Penjas+OSHA terhadap kemampuan gerak, kebugaran jasmani dan kesehatan mental siswa pada lingkungan sekolah terbuka (luas); 4) Terdapat perbedaan pengaruh program aktivitas fisik Penjas dan Penjas+OSHA terhadap kemampuan gerak, kebugaran jasmani dan kesehatan mental siswa pada lingkungan sekolah terbatas (sempit). This study aims to determine and examine the effect of physical activity programs and school environment on motor ability, physical fitness and mental health. The method used is a quasi-experimental with a vactorial design. The population in this study were teenagers in West Sumatra found 481.156 people. The sampling technique used cluster sampling technique, so that teenagers aged 15-19 years (113 men and women) were sampled according to research needs. The instrument used to determine movement ability is the Barrow Motor Ability Test (BMA), physical fitness using the Indonesian Physical Fitness Test (TKJI) and mental health using a questionnaire. The experiment was carried out for 12 weeks with the number of meetings once a week for the physical education program of each treatment group and for the Out of School Hours (OSHA) program three times per week. This study applies four treatment groups, namely physical education physical activity programs located in large school environments (X1) and narrow school environments (X3), physical education-based physical activity programs + OSHA located in large school environments (X2) and narrow school environments (X4). Data analysis used the Kruskal Wallis test technique at a significance level of 0.05. The results showed that: 1) There were differences in the effect of physical activity programs on Physical Education and Physical Education+OSHA on students' motor abilities, physical fitness and mental health; 2) There is no interaction between the physical activity program and the school environment on the ability to move, as well as on the students' mental health variables, but on the physical fitness variable there is an interaction; 3) There is a difference in the effect of physical activity programs on Physical Education and Physical Education + OSHA on the ability to move, physical fitness and mental health of students in an open school environment (wide); 4) There are differences in the effect of physical activity programs on Physical Education and Physical Education + OSHA on the ability to move, physical fitness and mental health of students in a limited (narrow) school environment

Escola em movimento: A aprendizagem pode “andar” por outro caminho

In distinctive areas of scientific knowledge and in different countries, especially among developed countries, the “active school” has become a focus of study. The aim of this study is to present several theoretical reasons and previous evidences which lead to the recommendation to incorporate physical activity into the classroom. After a literature review, considering predominantly studies from Germany, we summarize reasons in favor of the integration of physical activity, coming from the point of view of ergonomics, physiology, health pedagogy, education for safety, school ecology, educational theory, childhood life, anthropology, developmental and learning psychology. We differentiate physical activities that accompany learning from those that facilitate it. The Active School promises positive effects on the individual, social and scholar development of children and young people. It seems plausible that the movement contributes to learning. This is theoretically justified and is being verified empirically, however the State of Knowledge is not yet conclusive.Em diferentes áreas de conhecimento científico e em diversos países, sobretudo em países desenvolvidos, a “Escola em Movimento” se tornou objeto de estudo. Este artigo objetiva apresentar diversas razões teóricas e evidências prévias que levam a recomendar a inserção de atividades físicas em sala de aula. Após uma revisão científica da literatura, considerando predominantemente estudos da Alemanha, resumimos razões a favor da integração de atividade física, oriundas da ergonomia, da fisiologia, da pedagogia da saúde, da educação para a segurança, da ecologia da escola, da teoria educacional, da vida infantil, da antropologia, da psicologia do desenvolvimento e da aprendizagem. Diferenciamos entre atividades de ensino que acompanham a aprendizagem e que facilitam a aprendizagem. A Escola em Movimento promete efeitos positivos no desenvolvimento individual, social e escolar da criança e do jovem. Parece plausível que o movimento contribui na aprendizagem. Isso se justifica teoricamente e está sendo verificado empiricamente, uma vez que o Estado do Conhecimento ainda não se apresenta conclusivo

Middle School Teachers\u27 Perceptions of Brain-Based Learning and the Implementation of Physical Brain Breaks as a Classroom Management Strategy

The purpose of this study was to better understand educators\u27 perspectives of physical brain breaks at middle schools located in the northwestern part of North Carolina as it relates to the brain-based learning theory. This study is important because it helps to bridge the gap between the educational and neuroscience fields by providing teachers’ perspectives about using physical brain breaks, issues implementing them, and the importance of relationships with educational stakeholders. After submitting the survey, participants were asked to share their contact information to show their willingness to participate in a focus group with their peers to answer 10 questions about their experiences with physical brain breaks or the lack thereof. The data from the survey were analyzed for themes and common responses supplied by the participants. Data from the survey showed a minority of the participants give a physical brain break, while most do not and do not have a desire to learn more about them. Data from the focus group were analyzed by having the recorded conversation transcribed and then looking for repeating words and phrases. Themes such as time, classroom management, and relationships were discovered in the analysis, with the most emphasis on the importance of relationships. The implications of this study include time, space, and the willingness of teachers to implement a strategy for which they have not received professional development for successful implementation