Implementing classroom physical activity breaks: Associations with student physical activity and classroom behavior

Abstract

ObjectiveTo investigate the relation of classroom physical activity breaks to students' physical activity and classroom behavior. MethodsSix elementary-school districts in California implemented classroom physical activity interventions in 2013–2014. Students' (N=1322) accelerometer-measured moderate-to-vigorous physical activity (MVPA) during school and teachers' (N=397) reports of implementation and classroom behavior were assessed in 24 schools at two time points (both post-intervention). Mixed-effects models accounted for nested data. ResultsMinutes/day of activity breaks was positively associated with students' MVPA (βs=.07–.14; ps=.012–.016). Students in classrooms with activity breaks were more likely to obtain 30min/day of MVPA during school (OR=1.75; p=.002). Implementation was negatively associated with students having a lack of effort in class (β=−.17; p=.042), and student MVPA was negatively associated with students being off task or inattentive in the classroom (β=−.17; p=.042). Students provided with 3–4 physical activity opportunities (classroom breaks, recess, PE, dedicated PE teacher) had ≈5 more min/day of school MVPA than students with no opportunities (B=1.53min/opportunity; p=.002). ConclusionsImplementing classroom physical activity breaks can improve student physical activity during school and behavior in the classroom. Comprehensive school physical activity programs that include classroom-based activity are likely needed to meet the 30min/day school physical activity guideline.