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E. Kipling Webster, Leah E. Robinson and Danielle D. Wadsworth

K . Break for physical activity: incorporating classroom-based physical activity breaks into preschools . Early Child Educ J . 2012 ; 39 : 391 – 395 . doi:10.1007/s10643-011-0478-5 10.1007/s10643-011-0478-5 34. Webster EK , Wadsworth DD , Robinson LE . Preschoolers’ time on-task and

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Hannah G. Calvert, Matthew T. Mahar, Brian Flay and Lindsey Turner

All Students Log 60 Minutes of Physical Activity Each Day [Position Statement] . Reston, VA : Society of Health and Physical Educators ; 2013 . 22. Turner L , Chaloupka FJ . Reach and implementation of physical activity breaks and active lessons in elementary school classrooms . Health Educ

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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

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Ang Chen

School is an environment where children and adolescents spend most of their time during the day. The environment is characterized by a sedentary culture necessary for academic learning. In this article, I present research evidence showing the effects of four physical activity opportunities in this environment: school athletics, recess, classroom physical activity breaks, and physical education. Based on an analysis of research evidence on the four opportunities, I propose that the efforts to promote the opportunities should be coordinated into a concerted action to integrate a physical activity-friendly culture in the sedentary environment. Using an example of China's whole-school physical activity promotion strategy, I identify four areas for us to continue to work on: legislature-based policies, physical education as core content, creation and maintenance of physical activity traditions in schools, and integration of physical activity-friendly culture into the sedentary school environment.

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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.

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-0246 jpah.2019-0246 Factors That Influence Participation in Classroom-Based Physical Activity Breaks in Head Start Preschoolers E. Kipling Webster * Leah E. Robinson * Danielle D. Wadsworth * 1 02 2020 17 2 162 168 10.1123/jpah.2019-0060 jpah.2019-0060 Influence of Obesity and Impact of a Physical

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Peter T. Katzmarzyk, Kara D. Denstel, Kim Beals, Jordan Carlson, Scott E. Crouter, Thomas L. McKenzie, Russell R. Pate, Susan B. Sisson, Amanda E. Staiano, Heidi Stanish, Dianne S. Ward, Melicia Whitt-Glover and Carly Wright

districts recommend elementary schools provide recess (2016 SHPPS). 2 Approximately 11%, 8%, and 2% of school districts require that elementary, middle, and high schools, respectively, provide regular classroom physical activity breaks during the school day (2016 SHPPS). 2 Active Transportation D

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Molly P. O’Sullivan, Matthew R. Nagy, Shannon S. Block, Trevor R. Tooley, Leah E. Robinson, Natalie Colabianchi and Rebecca E. Hasson

day. As a result, total daily PAEE increased (∼150 kcal) in response to high-intensity intermittent physical activity breaks, remained unchanged in response to low- and moderate-intensity breaks, and decreased in response to prolonged sitting coupled with computer game breaks. In addition, there was

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Angus A. Leahy, Narelle Eather, Jordan J. Smith, Charles H. Hillman, Philip J. Morgan, Ronald C. Plotnikoff, Michael Nilsson, Sarah A. Costigan, Michael Noetel and David R. Lubans

-class HIIT sessions led to improvements in on-task and classroom behavior of their students involved in the program. Evidence suggests that classroom physical activity breaks have beneficial effects on classroom behavior and concentration in children ( 12 ) but the effect on adolescents has not been tested

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André O. Werneck, Evelyn C.A. Silva, Maria R.O. Bueno, Lidyane Z. Vignadelli, Adewale L. Oyeyemi, Catiana L.P. Romanzini, Enio R.V. Ronque and Marcelo Romanzini

bout) and interruptions of sedentary behavior with at least light physical activity (breaks) ( 3 ). A recent systematic review found inconclusive results regarding the association of breaks and bouts of sedentary behavior with indicators of adiposity among children and adolescents ( 10 ). One out of 6