Classroom Physical Activity Breaks Effect on Executive Function and Academic Achievement in Elementary School Students

Objectives: There were three aims in conducting this pilot study. First, determine the Plus Minus Task assessment\u27s reliability to measure the executive function of shifting. Second, determine the feasibility and acceptability of CPAB by students and teachers. Finally, determine the preliminary dose-response of acute physical activity on shifting in elementary students. Methods: This was a pilot study of a classroom physical activity break intervention. Utilizing a withinsubject, cross-over design, students participated in a practice day and then all three treatment conditions: a 10-minute seated lesson (control condition) and 5 and 10 minutes (experimental conditions) of classroom physical activity breaks. A Latin Square Design was employed to randomize the treatment conditions by classroom. Students participated in two treatments each week over two weeks. Data was collected through parent/guardian pre-study questionnaires and pre and post-tests of the Plus Minus Task. All methods and procedures were approved by the University of Arkansas Internal Review Board. Letters with information regarding this study were sent home to parents/guardians alerting them to the opportunity to participate along with their child. Consent and assent forms were made available to both parents and students to review and consider participation. Students who returned signed parent consent and student assent forms were allowed to participate. Participating teachers also signed consent forms. Both teachers and students participated in a post-study questionnaire and focus group interviews. Results: To our knowledge, this was the first study to find that the Plus Minus Task was a reliable test measure for assessing shifting in children aged 10 to 12. We also discovered that students enjoyed CPAB, looked forward to school on days they had CPAB, and expressed that these breaks helped them feel more awake and alert for future learning. Teachers were supportive of incorporating physical activity breaks in the future but time and specific benefits associated with activity breaks were concerns regarding future implementation. Lastly, it was determined that neither 5 nor 10 minutes of classroom physical activity promoted a positive change in a student\u27s shifting ability when compared to a 10-minute seated activity. Conclusions: This study found that students support CPAB and feel they are beneficial to their learning environment. We also determined that the Plus Minus Task was a reliable assessment tool to use with school-aged students to measure the executive function skill of shifting. Finally, while we did not find that acute physical activity positively affected students\u27 shifting abilities, research should continue to investigate the impact classroom physical activity has on students\u27 learning environment. CPAB provides students an enjoyable way to receive more physical activity during the school day while feeling more awake and on-task for future learning

Influence of different water masses and biological activity on dimethylsulphide and dimethylsulphoniopropionate in the subantarctic zone of the Southern Ocean during ACE 1

Measurements of salinity, temperature, phytoplankton biomass and speciation, dissolved nitrate, dimethylsulfide (DMS) in seawater and air, and dimethylsulfoniopropionate (DMSP), were made in the subantarctic zone of the Southern Ocean from 40°-54°S, and 140°-153°E during the southern hemisphere marine First Aerosol Characterization Experiment (ACE 1). DMSP concentrations were highest in subtropical convergence zone (STCZ) waters, intermediate in subantarctic waters, and lowest in polar waters. DMSP appeared to decrease at frontal regions between these major water masses. In subantarctic waters, high levels of DMSP were generally associated with an increase in dinoflagellate biomass and low microzooplankton grazing rates. Lower DMSP concentrations occurred in polar waters when the diatom biomass and grazing rates were high. DMS levels measured on Southern Surveyor ranged from not detectable (nd) to 5.6 nM (mean 1.7 nM), with below average levels in subantarctic waters (mean 1.25 nM), and above average levels (mean = 1.93 nM) in polar waters. Pulses of DMS occurred as Southern Surveyor traveled south into polar waters, with a large pulse (mean = 2.3 nM) highlighted as the vessel traveled back into subantarctic waters (46°-47°S, 148°-151°E) in early December. By using the dissolved DMSP (DMSPd) to DMS ratio as an index of the bacterial conversion of DMSPd to DMS some evidence was found that, in polar waters, increased microzooplankton (MZP) grazing in diatom dominated waters, may lead to above average concentrations of DMS. This does not appear to be the case when the biomass was dominated by dinoflagellates in subantarctic waters