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Effects of a movement integration pr...

Goh, Tan Leng.

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Effects of a movement integration program on elementary school children's physical activity, fitness levels, and on-task behavior and teachers' implementation experiences.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effects of a movement integration program on elementary school children's physical activity, fitness levels, and on-task behavior and teachers' implementation experiences./
Author:	Goh, Tan Leng.
Description:	191 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
Subject:	Physical education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3619725
ISBN:	9781303891946

Effects of a movement integration program on elementary school children's physical activity, fitness levels, and on-task behavior and teachers' implementation experiences.
Goh, Tan Leng.

Effects of a movement integration program on elementary school children's physical activity, fitness levels, and on-task behavior and teachers' implementation experiences. - 191 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ph.D.)--The University of Utah, 2014.

Physical inactivity is an increasing problem among children and adolescents. The TAKE 10!RTM program, which integrates physical activity (PA) into academic subjects, was implemented in one elementary school in Magna, Utah to increase children's daily in-school PA. A three-study approach was used to examine: (a) effects of TAKE 10!RTM on elementary school students' PA and physical fitness levels, (b) effects of TAKE 10! RTM on elementary school students' on-task behavior, and (c) teachers' experiences in implementing TAKE 10!RTM. Two hundred thirteen students and 9 teachers from nine classes (3rd to 5th grades) participated in the project for 12 weeks (4 weeks baseline; 8 weeks intervention). Students wore pedometers and accelerometers for 4 days during week 1 (baseline), week 8 (mid-intervention), and week 12 (end-intervention) to examine their PA levels. Systematic observation was used to examine students' on-task behavior during weeks 1 to 4 (baseline) and weeks 8 to 12 (intervention). Teachers were interviewed regarding their experiences implementing TAKE 10!RTM at the end of the intervention and 5 months after the intervention. Results from the first study indicated that students' steps counts increased significantly by 672 steps from baseline to mid-intervention. Furthermore, students' average time spent in moderate to vigorous intensity PA and vigorous intensity PA increased significantly by approximately 2 minutes from baseline to end-intervention. Results from the second study showed that there was a significant decrease in mean percentage on-task behavior from pre-no TAKE 10!RTM (91.2 +/- 3.4) to post-no TAKE 10!RTM (83.5 +/- 4.0) during baseline, whereas there was a significant increase in mean percentage on-task behavior from pre-TAKE 10!RTM (82.3 +/- 4.5) to post-TAKE 10! RTM (89.5 +/- 2.7) during intervention. The five major themes identified from the third study were: (a) barriers, (b) benefits, (c) what worked, (d) personal attributes, and (e) doing it in the present and in the future. In conclusion, the TAKE 10!RTM program is effective in increasing students' in-school PA levels and on-task behavior. Despite experiencing barriers to implementing TAKE 10!RTM, teachers were generally positive about the benefits of the program, and a majority of them reported implementing the program after the study had ended.

ISBN: 9781303891946Subjects--Topical Terms:

635343
Physical education.

Effects of a movement integration program on elementary school children's physical activity, fitness levels, and on-task behavior and teachers' implementation experiences.
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245 1 0 $a Effects of a movement integration program on elementary school children's physical activity, fitness levels, and on-task behavior and teachers' implementation experiences.
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500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
500 $a Adviser: James C. Hannon.
502 $a Thesis (Ph.D.)--The University of Utah, 2014.
520 $a Physical inactivity is an increasing problem among children and adolescents. The TAKE 10!RTM program, which integrates physical activity (PA) into academic subjects, was implemented in one elementary school in Magna, Utah to increase children's daily in-school PA. A three-study approach was used to examine: (a) effects of TAKE 10!RTM on elementary school students' PA and physical fitness levels, (b) effects of TAKE 10! RTM on elementary school students' on-task behavior, and (c) teachers' experiences in implementing TAKE 10!RTM. Two hundred thirteen students and 9 teachers from nine classes (3rd to 5th grades) participated in the project for 12 weeks (4 weeks baseline; 8 weeks intervention). Students wore pedometers and accelerometers for 4 days during week 1 (baseline), week 8 (mid-intervention), and week 12 (end-intervention) to examine their PA levels. Systematic observation was used to examine students' on-task behavior during weeks 1 to 4 (baseline) and weeks 8 to 12 (intervention). Teachers were interviewed regarding their experiences implementing TAKE 10!RTM at the end of the intervention and 5 months after the intervention. Results from the first study indicated that students' steps counts increased significantly by 672 steps from baseline to mid-intervention. Furthermore, students' average time spent in moderate to vigorous intensity PA and vigorous intensity PA increased significantly by approximately 2 minutes from baseline to end-intervention. Results from the second study showed that there was a significant decrease in mean percentage on-task behavior from pre-no TAKE 10!RTM (91.2 +/- 3.4) to post-no TAKE 10!RTM (83.5 +/- 4.0) during baseline, whereas there was a significant increase in mean percentage on-task behavior from pre-TAKE 10!RTM (82.3 +/- 4.5) to post-TAKE 10! RTM (89.5 +/- 2.7) during intervention. The five major themes identified from the third study were: (a) barriers, (b) benefits, (c) what worked, (d) personal attributes, and (e) doing it in the present and in the future. In conclusion, the TAKE 10!RTM program is effective in increasing students' in-school PA levels and on-task behavior. Despite experiencing barriers to implementing TAKE 10!RTM, teachers were generally positive about the benefits of the program, and a majority of them reported implementing the program after the study had ended.
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650 4 $a Elementary education. $3 641385
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710 2 $a The University of Utah. $b Exercise and Sport Science. $3 1674557
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793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3619725