that regularly (every 20–30 min) performing short (∼2–5 min) bouts of light to moderate activity moderately lowers postprandial glucose and insulin responses ( Saunders et al., 2018 ). It is noteworthy that the intensity of the activity breaks used in many of the laboratory studies (most commonly
Meredith C. Peddie, Matthew Reeves, Millie K. Keown, Tracy L. Perry, and C. Murray Skeaff
Jaimie McMullen, Pamela Kulinna, and Donetta Cothran
The purpose of this study was to explore classroom teachers’ perceptions of incorporating physical activity breaks into their classroom and to determine specific features of preferred activity breaks. These perceptions are considered within the conceptual framework of Comprehensive School Physical Activity Program (CSPAP). Twelve elementary and high school classroom teachers from one Indigenous school district participated in the study. The data were collected using semistructured interviews and teachers’ reflective journals and were analyzed inductively by conducting systematic searches for patterns across data types. Emergent themes included: the need for and threats to classroom control; a preference for breaks with connections to academic content; and the importance of implementation ease and student enjoyment. The findings indicated that teachers prefer activity breaks that are easy to manage, quick, academically oriented and enjoyable for students. These findings have practical implications when considering physical education teacher education and professional development that targets classroom teachers.
E. Kipling Webster, Leah E. Robinson, and Danielle D. Wadsworth
structured activities may be important for this young population. Classroom-based activity breaks (CBAB), short bouts (ie, 10 min) of structured activity, are a good strategy to help meet the recommended 180 minutes of daily activity for preschoolers. 1 Research has established that CBAB are effective for
Molly P. O’Sullivan, Matthew R. Nagy, Shannon S. Block, Trevor R. Tooley, Leah E. Robinson, Natalie Colabianchi, and Rebecca E. Hasson
investigated. The purpose of this study was to examine the effect of exercise intensity and sedentary computer games on physical activity compensation in preadolescent children. It was hypothesized that 20 two-minute high-intensity intermittent activity breaks would elicit a compensatory reduction in total
Elaine Murtagh, Maureen Mulvihill, and Oonagh Markey
The school has been identified as a key setting to promote physical activity. The purpose of this study was to evaluate the effect of a classroom-based activity break on in-school step counts of primary school children. Data for 90 children (49 boys, 41 girls, 9.3 ± 1.4 years) from three Irish primary schools is presented. In each school one class was randomly assigned as the intervention group and another as controls. Children’s step counts were measured for five consecutive days during school hours at baseline and follow-up. Teachers of the intervention classes led a 10 min activity break in the classroom each day (Bizzy Break!). Mean daily in-school steps for the intervention at baseline and follow-up were 5351 and 5054. Corresponding values for the control group were 5469 and 4246. There was a significant difference in the change in daily steps from baseline to follow-up between groups (p < .05). There was no evidence that girls and boys responded differently to the intervention (p > .05). Children participating in a daily 10 min classroom-based activity break undertake more physical activity during school hours than controls.
E. Kipling Webster, Danielle D. Wadsworth, and Leah E. Robinson
This study examined the acute effects of a 10-min teacher-implemented classroom-based activity break (AB) on physical activity participation and time on-task in a preschool-age population. 118 (M age = 3.80 ± 0.69 years) students from one preschool served as participants. The intervention took place over 4 days: 2 days AB were conducted and 2 days typical instruction occurred. Physical activity was monitored via accelerometry and time on-task was measured by direct observation. Results demonstrated that AB led to a higher percent of moderate-to-vigorous physical activity (MVPA) during the AB (M = 29.7%, p > .001). Breaks also promoted more on-task behavior (F U17 = 18.86, p > .001) following the AB. Specifically, the most off-task students before the break improved on-task behavior by 30 percentage points (p > .001). Percent of school day MVPA was also higher during AB days (i 117 = 3.274, p = .001). Findings indicate teachers may improve time on-task postbreak for preschoolers with a short bout of physical activity in the classroom, especially in children who are the most off-task. In addition, classroom-based AB resulted in marginal increases in MVPA during breaks that influenced whole day activity.
Emma Weston, Matthew Nagy, Tiwaloluwa A. Ajibewa, Molly O’Sullivan, Shannon Block, and Rebecca E. Hasson
-minute activity breaks, compared with 7 hours of uninterrupted sitting in OW/OB adults. Similarly, Dempsey et al ( 12 ) measured SBP and DBP responses to interrupting sitting with 3-minute resistance exercise breaks and observed hypotensive responses in adults with type 2 diabetes compared with 7 hours
Tan Leng Goh and Kristin Scrabis-Fletcher
.K. , Cain , K.L. , Conway , T.L. , Mignano , A.M. , Bonilla , E.A. , . . . Sallis , J.F. ( 2015 ). Implementing classroom physical activity breaks: Associations with student physical activity and classroom behavior . Preventive Medicine, 81, 67 – 72 . PubMed ID: 26297105 doi:10.1016/j
Tan Leng Goh, James Hannon, Collin Webster, Leslie Podlog, and Maria Newton
Prolonged sitting at desks during the school day without a break may result in off-task behavior in students. This study was designed to examine the effects of a classroom physical activity intervention, using TAKE 10!, on elementary school students’ on-task behavior. Nine classes (3rd to 5th grades) from 1 elementary school participated in the program (4-week baseline and 8-week intervention).
The students’ on-task behavior was measured using systematic direct observation. Observations occurred once a week during weeks 1 to 4 (baseline) and weeks 8 to 12 (intervention). A two-way repeated-measures analysis of variance was used to compare on-task behavior between observation periods.
There was a significant decrease (P = .001) in mean percentage on-task behavior from preno TAKE 10! (91.2 ± 3.4) to postno TAKE 10! (83.5 ± 4.0) during the baseline period, whereas there was a significant increase (P = .001) in mean percentage on-task behavior from pre-TAKE 10! (82.3 ± 4.5) to post-TAKE 10! (89.5 ± 2.7) during the intervention period.
Furthermore, students who received more daily TAKE 10! were found to be more on-task than students who received less TAKE 10!. The TAKE 10! program is effective in improving students’ on-task behavior in the classroom.
Michelle E. Jordan, Kent Lorenz, Michalis Stylianou, and Pamela Hodges Kulinna
capital) associated with a CSPAP, and, second, to investigate the relationship between classroom teachers’ social capital and their CSPAP program implementation (i.e., classroom physical activity breaks and Wellness Week Activities conducted in the classroom). Specifically, it was hypothesized that