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Classroom exercise breaks and educat...

Howie, Erin Kaye.

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Classroom exercise breaks and educational outcomes in elementary school students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Classroom exercise breaks and educational outcomes in elementary school students./
Author:	Howie, Erin Kaye.
Description:	252 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-10(E), Section: B.
Contained By:	Dissertation Abstracts International74-10B(E).
Subject:	Health Sciences, Public Health. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3565762
ISBN:	9781303159923

Classroom exercise breaks and educational outcomes in elementary school students.
Howie, Erin Kaye.

Classroom exercise breaks and educational outcomes in elementary school students. - 252 p.

Source: Dissertation Abstracts International, Volume: 74-10(E), Section: B.

Thesis (Ph.D.)--University of South Carolina, 2013.

Previous research has shown that physical activity may have beneficial effects on cognitive performance and academic achievement in children, but the optimal type and dose are unknown. Classroom exercise breaks are one type of physical activity opportunity in schools, with the potential to reach a large number of children. The purpose of this dissertation was to describe the prevalence and characteristics of classroom exercise breaks in central South Carolina, and to determine the acute effects of classroom exercise breaks on executive functions, math performance, on-task behavior and affective responses in 9 to 12 year-old children. Additionally, the dissertation examined the dose-response relationship between 5, 10, and 20 minutes of classroom exercise and these educational outcomes. Finally, the dissertation examined whether these relationships between the duration of acute classroom exercise breaks and educational outcomes varied by student characteristics. The dissertation used multiple designs including cross-sectional surveys and an experimental design.

ISBN: 9781303159923Subjects--Topical Terms:

1017659
Health Sciences, Public Health.

Classroom exercise breaks and educational outcomes in elementary school students.
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100 1 $a Howie, Erin Kaye. $3 2102605
245 1 0 $a Classroom exercise breaks and educational outcomes in elementary school students.
300 $a 252 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-10(E), Section: B.
500 $a Adviser: Russell Pate.
502 $a Thesis (Ph.D.)--University of South Carolina, 2013.
520 $a Previous research has shown that physical activity may have beneficial effects on cognitive performance and academic achievement in children, but the optimal type and dose are unknown. Classroom exercise breaks are one type of physical activity opportunity in schools, with the potential to reach a large number of children. The purpose of this dissertation was to describe the prevalence and characteristics of classroom exercise breaks in central South Carolina, and to determine the acute effects of classroom exercise breaks on executive functions, math performance, on-task behavior and affective responses in 9 to 12 year-old children. Additionally, the dissertation examined the dose-response relationship between 5, 10, and 20 minutes of classroom exercise and these educational outcomes. Finally, the dissertation examined whether these relationships between the duration of acute classroom exercise breaks and educational outcomes varied by student characteristics. The dissertation used multiple designs including cross-sectional surveys and an experimental design.
520 $a The first study included surveys and interviews with elementary school principals. Of the 61 reporting schools, 74 percent of principals reported practicing classroom exercise breaks, though only 8 percent had school policies requiring exercise breaks. In interviews with 14 principals, school-specific practices varied greatly. Less than half of the schools reported practicing regular, school-wide exercise breaks, while almost all schools encouraged teachers to implement them according to teacher discretion.
520 $a For the following three studies in this dissertation, a total of 96 4 th and 5th grade students participated in the Brain BITES (Better Ideas Through Exercise) intervention. A within-subjects design was used. Students participated in each of four conditions: 10 minutes of seated classroom exercise, and 5, 10, 20 minutes of classroom exercise breaks. All sessions were videotaped. Students completed a Trail Making Test, operational digit recall task, and a one-minute math test before and after each condition. Two observers coded student on-task behavior before and after the conditions from video footage using a momentary time sampling protocol. Positive affect during the sessions was also coded. Focus groups were conducted with students and teachers after the intervention to discuss acceptability and feasibility of the classroom exercise breaks. Repeated measures mixed model ANCOVAs with linear contrasts compared the post-test scores between conditions. Interactions with student characteristics including gender, intelligence (IQ), fitness, body mass index (BMI), behavior, school engagement, baseline on-task behavior and physical activity participation were examined.
520 $a The average physical activity intensity during the exercise conditions ranged from 4.00 to 4.35 (1 is equal to lying down and 5 is equal to being very active). Math performance improved after 10 minutes of classroom exercise breaks compared to the sedentary condition (25.6 vs 24.4 math problems correct, d=0.28, p=0.03). On-task behavior improved after 10 and 20 (87.6% and 83.9% vs 77.1%, d=0.45,0.29, p=.004,.056) minutes. Positive affect was higher in all three exercise conditions compared to the sedentary condition (5 minutes=46.6%, d=1.54; 10 minutes=45.5%, d=1.56; 20 minutes=36.1%, d=1.15; sedentary=7.8%). Students and teachers reported that the classroom exercise breaks were enjoyable to students, but teachers would only be able to implement five minutes or less in their classrooms.
520 $a Overall, this dissertation found that classroom exercise breaks are common practices in schools, though the characteristics of the practices vary on a school-to-school basis, and are acceptable to students, teachers, and principals. Ten minutes of classroom exercise breaks had the most beneficial effects on student educational outcomes including math performance, on-task behavior and positive affect. Schools should provide training, resources, and administrator support to provide classroom exercise breaks of this duration.
590 $a School code: 0202.
650 4 $a Health Sciences, Public Health. $3 1017659
650 4 $a Health Sciences, Recreation. $3 1018003
650 4 $a Health Sciences, General. $3 1017817
690 $a 0573
690 $a 0575
690 $a 0566
710 2 $a University of South Carolina. $b Exercise Science. $3 1685203
773 0 $t Dissertation Abstracts International $g 74-10B(E).
790 $a 0202
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3565762