A Fast Track Open Access article published in the Health Behavior and Policy Review Journal.
Authors:
Holly R. Huddleston, PhD
Vaughn W. Barry, PhD
Dana K. Fuller, PhD
Sarah J. Adams, DA
Jennifer L. Caputo, PhD
Objective:
Classroom activity breaks (ABs) have physical and cognitive benefits, although effectiveness of Web-based ABs remains unexplored. The purpose of this study was to assess impacts of three-minute Web-based AB on physical activity (PA) and time off-task in second graders (N = 38).
Methods:
This quasi-experimental design was implemented in a primary school setting. The SenseWear Armband assessed PA and a modified Behavioral Observation System in Schools assessed time off-task. Children participated twice in four conditions: control (CON), non-active breaks (NAB), one active break (1AB), and two active breaks (2ABs). Breaks entailed physically active or meditation GoNoodle videos.
Results:
Number of breaks was a significant predictor of PA (F(2, 68.47) = 25.85, p <.001), eliciting significantly higher PA intensity with each additional AB. We found a significant interaction between break type (CON, NAB, 1AB) and lesson (middle, post) (F(2, 163.95) = 4.73, p=.01), with a significant main effect for break type (F(2, 166.67) = 10.52, p<.001). Break type affected time off-task during post-lesson (F(2, 167.26) = 13.67, p<.001), with the AB condition demonstrating significantly lower time off-task than CON or NAB.
Conclusions:
Web-based ABs are an effective way to increase PA intensity and decrease time off-task in second graders.
Source: Health Behavior and Policy Review
Publisher: Paris Scholar Publishing Ltd.
Article Link: https://doi.org/10.14485/HBPR.12.5.2