Energizers Classroom-based Physical Activities 3-5 : The way teachers integrate physical activity with academic concepts

Energizers are classroom-based physical activities that were designed to help teachers integrate physical activity with academic concepts. The energizers were developed by a team from the Activity Promotion Laboratory at East Carolina University. Teachers can download these activities free of charge and are encouraged to incorporate these activities into their classroom. Our research, published in the journal Medicine and Science in Sports and Exercise (2006, volume 38, number 12), demonstrated that: (a) Energizers are easy to implement; (b) both teachers and students enjoy the Energizers activities; (c) use of Energizers activities improves on-task behavior of students; and (d) use of Energizers increases the amount of physical activity accumulated over the course of the school day.Activity Promotion Laboratory: Projects Fulfilling a Nee

Healthful Living Middle-School Energizers Classroom-based Physical Activities The way teachers integrate physical activity with academic concepts

Middle School Energizers Middle School Energizers are classroom-based physical activities that integrate physical activity with academic concepts. The Middle School Energizers were developed by a team from the Activity Promotion Laboratory at East Carolina University. We hope these 10-minute activities make it easier for teachers to implement physical activity into the classroom to improve classroom instruction and increase physical activity levels over the school day. Teachers can download these activities free of charge and are encouraged to incorporate these activities into their classroom.Activity Promotion Laboratory: Projects Fulfilling a Nee

Music Middle-School Energizers Classroom-based Physical Activities The way teachers integrate physical activity with academic concepts

Middle School Energizers are classroom-based physical activities that integrate physical activity with academic concepts. The Middle School Energizers were developed by a team from the Activity Promotion Laboratory at East Carolina University. We hope these 10-minute activities make it easier for teachers to implement physical activity into the classroom to improve classroom instruction and increase physical activity levels over the school day. Teachers can download these activities free of charge and are encouraged to incorporate these activities into their classroomActivity Promotion Laboratory: Projects Fulfilling a Nee

Social Studies Middle-School Energizers Classroom-based Physical Activities The way teachers integrate physical activity with academic concepts

Activity Promotion Laboratory: Projects Fulfilling a NeedMiddle School Energizers Middle School Energizers are classroom-based physical activities that integrate physical activity with academic concepts. The Middle School Energizers were developed by a team from the Activity Promotion Laboratory at East Carolina University. We hope these 10-minute activities make it easier for teachers to implement physical activity into the classroom to improve classroom instruction and increase physical activity levels over the school day. Teachers can download these activities free of charge and are encouraged to incorporate these activities into their classroom.Activity Promotion Laboratory: Projects Fulfilling a Nee

Energizers : Classroom-based Physical Activities K-2

Energizers Energizers are classroom-based physical activities that were designed to help teachers integrate physical activity with academic concepts. The energizers were developed by a team from the Activity Promotion Laboratory at East Carolina University. Teachers can download these activities free of charge and are encouraged to incorporate these activities into their classroom. Our research, published in the journal Medicine and Science in Sports and Exercise (2006, volume 38, number 12), demonstrated that: (a) Energizers are easy to implement; (b) both teachers and students enjoy the Energizers activities; (c) use of Energizers activities improves on-task behavior of students; and (d) use of Energizers increases the amount of physical activity accumulated over the course of the school day.Activity Promotion Laboratory: Project

Aerobic and Resistance Training Effects on Energy Intake: The STRRIDE AT/RT Study: Exercise Training Effects on Energy Intake

Our study characterizes food and energy intake responses to long-term aerobic (AT) and resistance training (RT) during a controlled 8-month trial

Effects of a classroom-based program on physical activity and on-task behavior

This study evaluated the effects of a classroom-based physical activity program on children's in-school physical activity levels and on-task behavior during academic instruction. Physical activity of 243 students was assessed during school hours. Intervention-group students (N = 135) received a classroom-based program (i.e., Energizers). The control group (N = 108) did not receive Energizers. On-task behavior during academic instruction time was observed for 62 third-grade (N = 37) and fourth-grade students (N = 25) before and after Energizers activities. An independent groups t-test compared in-school physical activity levels between intervention and control classes. A multiple-baseline across-classrooms design was used to evaluate the effectiveness of the Energizers on on-task behavior. Additionally, a two-way (time [pre- vs postobservation] x period [baseline vs intervention]) repeated-measures analysis of variance compared on-task behavior between observation periods. Magnitudes of mean differences were evaluated with Cohen's delta (ES). Students in the intervention group took significantly (P < 0.05) more in-school steps (5587 +/- 1633) than control-group students (4805 +/- 1543), and the size of this difference was moderate (ES = 0.49). The intervention was effective in improving on-task behavior; after the Energizers were systematically implemented, on-task behavior systematically improved. The improvement in on-task behavior of 8% between the pre-Energizers and post-Energizers observations was statistically significant (P < 0.017), and the difference was moderate (ES = 0.60). Likewise, the least on-task students improved on-task behavior by 20% after Energizers activities. This improvement was statistically significant (P < 0.001) and meaningful (ES = 2.20). A classroom-based physical activity program was effective for increasing daily in-school physical activity and improving on-task behavior during academic instruction