Effects of an Acute Physical Activity Intervention on Classroom Behavior in Off-Task Preschoolers

Abstract

Evidence suggests that physical activity (PA) may improve classroom behavior in elementary school children. Further, studies have shown that the most off-task children may exhibit greater benefit from acute bouts of PA. However, limited data exists in preschoolers. PURPOSE: To examine baseline relationships between PA and classroom behavior, and to identify if the most off-task preschoolers responded differently to PA compared to those least off-task. METHODS: Participants (n=31, age=3.8±0.8 years, 61% male) attended a university-based preschool. In week one of this two-week pilot study, children engaged in their typical curriculum. Week two included daily short bouts of PA that were integrated into early learning standards. PA was assessed with accelerometers worn on the lower back during preschool attendance. Trained researchers conducted weekly 10-minute classroom observations to quantify children’s classroom behavior [active engaged time, (AET); passive engaged time, (PET); off-task motor, (OFT-M); off-task verbal, (OFT-V); off-task passive, (OFT-P)] using the Behavioral Observation of Students in Schools (BOSS) tool. Spearman correlations were used to examine baseline relationships between PA and classroom behavior variables. To test if children with high off-task behavior (HIGH) responded differently to PA compared to children with low off-task behavior (LOW), participants were categorized into tertiles based on baseline off-task behavior and groups were compared using t-tests. RESULTS: A negative correlation was observed between light intensity activity (min/day) and AET at baseline (r=-0.44, p=0.02). No other significant relationships were observed. However, when classroom behavior following PA in the most off-task children was examined, improvements were observed in OFT-M (HIGH=-36.5±5.4%, LOW=10.5±5.7%; p=0.0001), OFT-V (HIGH=-16.7±2.8%, LOW=5.7±3.3%; p=0.0004), and OFT-P behaviors (HIGH=-19.6±7.6%, LOW=12.0±7.1%; p=0.01). CONCLUSION: Initial evidence for PA to improve classroom behavior among children who exhibited greater off-task behavior was observed and is consistent with previous findings. Future work should build on this acute study and examine chronic PA to limit classroom off-task behaviors. Supported by: NASPEM Marco Cabrera Student Research Award