Classroom-based Physical Activity Research Articles

An Observational Evaluation of Move-To-Improve, a Classroom-Based Physical Activity Program, New York City Schools, 2010

IntroductionFew children in the United States achieve the recommended 60 minutes of physical activity per day. Identifying successful interventions that increase physical activity for children is critical. This observational study evaluated the effects of Move-To-Improve (MTI), a classroom-based physical education program designed for kindergarten to third-grade teachers in New York City public schools. MTI organizes 3-hour trainings for teachers that demonstrate strategies for integrating activity into daily classroom schedules.MethodsRandomly sampled elementary schools (N = 39) with classrooms trained in MTI in spring 2010 participated in the evaluation. In each school, we observed 2 classrooms trained in MTI and 2 untrained classrooms in the same school matched by grade level for 1 full school day. We analyzed data from 72 trained and 72 untrained classrooms.ResultsNinety-nine percent of MTI-trained classroom teachers led their students in physical activity. MTI-trained classrooms spent an average of 9.5 minutes in physical activity per day, compared with 2.4 minutes in untrained classrooms (P < .001), an almost fourfold increase in activity. Levels of activity were higher in trained versus untrained classrooms regardless of grade level or class size.ConclusionTeachers trained in MTI led their classrooms in significantly more physical activity compared with teachers who were not trained. The MTI program is an effective strategy for increasing physical activity during the school day. A curriculum that empowers classroom teachers to incorporate activity into their regular day is a practical approach to promoting healthier living for children.

A Quantitative Review of Physical Activity, Health, and Learning Outcomes Associated With Classroom-Based Physical Activity Interventions

Research suggests that physical activity may foster improved academic performance, yet schools are receiving more pressure to achieve high academic standards. It is important for classroom teachers, administrators and school psychologists to understand the benefits of incorporating physical activity into the school day. This article serves as a quantitative review of classroom physical activity interventions in terms of their physical activity, health and learning outcomes for students, with implications of findings discussed for school personnel.

Break for Physical Activity: Incorporating Classroom-Based Physical Activity Breaks into Preschools

Engaging in moderate-to-vigorous physical activity is essential to lifelong health and wellness. Physical activity behaviors established in early childhood relate to physical activity behaviors in later years. However, research has shown that children are adopting more sedentary behaviors. Incorporating structured and planned physical activity breaks into classroom transition times is an inexpensive and effective technique to increase children’s physical activity during school hours. However, this approach has not been studied in preschool settings. The purpose of this paper is to provide a simple, cost-effective method that incorporates structured physical activity into the preschool curriculum through classroom based physical activity breaks. Results of a case study along with an overview of the implementation of physical activity breaks are discussed.

Instant Recess ® : A Practical Tool for Increasing Physical Activity During the School Day

An increased prevalence of overweight/obesity among children has led to school district level policies to increase physical activity (PA) among elementary school students. Interventions are needed that increase activity levels without sacrificing time spent in academics. We evaluated a policy implementation intervention for to increase in-school PA in elementary schools in Forsyth County, North Carolina, in a randomized study with a delayed intervention control group. The study included third- through fifth-grade classrooms in eight elementary schools. Instant Recess® was used to introduce 10-minute PA breaks in classrooms on schedules determined by teachers. Direct observation was used to measure activity levels, other student behaviors, and teacher behaviors related to PA in the classrooms. Twenty-eight visits to schools were made during the spring and fall semesters of 2009. At baseline 11% to 44% of intervention and control schools were engaged in classroom-based PA. PA increased from baseline to spring follow-up in intervention schools and was maintained the following fall. Control schools decreased PA from baseline to spring and increased PA once they began the intervention. Students in classrooms engaged in Instant Recess exhibited statistically significant increases in light (51%) and moderate-intensity (16%) PA and increases in time spent in on-task behavior (11%). Control schools experienced similar benefits after they began implementing Instant Recess. Instant Recess is useful for increasing PA and improving behavior among elementary school children. Additional research may be needed to understand how to create policies supporting classroom activity breaks and how to assess policy adherence.

Effect of a Low-Cost, Teacher-Directed Classroom Intervention on Elementary Students' Physical Activity

Effective physical activity (PA) interventions are warranted for youth, and schools have been identified as logical locations for such involvement. Experts and professionals in the field promote comprehensive school PA programs, including classroom PA. The purpose of this study was to determine the effect of a low-cost, teacher-directed classroom-based intervention on the school PA of elementary children. Nine classroom teachers were provided inexpensive curricula and trained to implement and instruct PA breaks (2 × 30 minute training sessions). The teachers were encouraged to lead 1 activity break per day after the training. One hundred and six elementary students wore pedometers up to 12 days over 3 monitoring periods during the school year (baseline, follow-up, post follow-up) to assess the effectiveness and the sustainability of the intervention. The teachers self-reported the frequency of activity breaks instructed. The teachers (n = 5) who complied with the recommended 1 activity break per day had students who accrued ∼33% more mean school steps/day at follow-up (∼1100) and post follow-up (∼1350) compared to controls. Teachers (n = 4) in the intervention who did not comply with the 1 activity break per day recommendation had students accrue similar mean school steps/day as controls. Inexpensive, teacher-directed classroom-based PA interventions can be effective in improving children's PA levels if teachers implement 1 activity break per school day. We recommend promoting the notion of 1 activity break per day in the classroom as part of a comprehensive school PA program that includes quality physical education, recess, and before/after school programs.

Classroom-based physical activity, cognition, and academic achievement

Background There is increasing evidence for the association between physical activity, cardiovascular fitness, fatness, and cognitive function during childhood and adolescence. Evidence also suggests that these variables are linked to academic achievement. Classroom-based physical activity provides a viable approach to improve fitness, body mass index (BMI), cognitive function, and ultimately academic achievement. Methods Studies examining the relation between physical activity, fitness, fatness, cognitive function, and academic achievement are described. The results of a large-scale, longitudinal, cluster randomized trial to examine the impact of classroom based physical activity on body mass index and academic achievement will be presented. Results Overall, the data support the link between physical activity, cognitive function, and academic achievement. The role of physical activity in the classroom was also supported by the Physical Activity Across the Curriculum (PAAC) project. Physically active academic lessons of moderate intensity improved overall performance on a standardized test of academic achievement by 6% compared to a decrease of 1% for controls (p<0.02). Body mass index increased less from baseline to 3 years in students with greater than 75 minutes of PAAC lessons per week (1.8 BMI) compared to students with less than 75 minutes of PAAC per week (2.4 BMI), p<0.00. Conclusions Future research examining the effects of physically active academic instruction is warranted. The impact of physically active academic lessons of greater intensity may provide larger benefits for body mass index and academic achievement.

Ten Years of TAKE 10! ®: Integrating physical activity with academic concepts in elementary school classrooms

Objective Current literature supports the link between physical activity (PA) or fitness and a child's ability to achieve academically; however, little structured activity time is incorporated into elementary school classrooms. This paper explores the impact of a classroom-based PA program, TAKE 10!, and health–academic integration through existing state and federal policy and programming. Methods Evidence from journal articles, published abstracts, and reports were examined to summarize the impact of TAKE 10! on student health and other outcomes. This paper reviews 10 years of TAKE 10! studies and makes recommendations for future research. Results Teachers are willing and able to implement classroom-based PA integrated with grade-specific lessons (4.2 days/wk). Children participating in the TAKE 10! program experience higher PA levels (13%>), reduced time-off-task (20.5%), and improved reading, math, spelling and composite scores (p <0.01). Furthermore, students achieved moderate energy expenditure levels (6.16 to 6.42 METs) and studies suggest that BMI may be positively impacted (decreases in BMI z score over 2 years [P <0.01]). Conclusion TAKE 10! demonstrates that integrating movement with academics in elementary school classrooms is feasible, helps students focus on learning, and enables them to realize improved PA levels while also helping schools achieve wellness policies.

Promoting Children’s Health Through Physically Active Math Classes: A Pilot Study

School-based interventions are encouraged to support youth physical activity (PA). Classroom-based PA has been incorporated as one component of school wellness policies. The purpose of this pilot study is to examine the effects of integrating PA with mathematics content on math class and school day PA levels of elementary students. Participants include four teachers and 75 students. Five math classes are taught without PA integration (i.e., baseline) followed by 13 math classes that integrate PA. Students wear pedometers and accelerometers to track PA during math class and throughout the school day. Students perform significantly more PA on school days and in math classes during the intervention. In addition, students perform higher intensity (step min(-1)) PA during PA integration math classes compared with baseline math classes. Integrating PA into the classroom is an effective alternative approach to improving PA levels among youth and is an important component of school-based wellness policies.

The System for Observing Fitness Instruction Time (SOFIT) as a Measure of Energy Expenditure during Classroom-Based Physical Activity

The aim of this investigation was to develop an equation to estimate physical activity energy expenditure (PAEE) during a 10-min physically active academic lesson using The System for Observing Fitness Instruction Time (SOFIT) and demographic information. PAEE (portable indirect calorimeter) and physical activity (SOFIT) were simultaneously assessed in 38, 2nd through 5th grade children. PAEE and SOFIT were 3.04 +/- 1.1 (kcal/min) and 3.8 +/- 0.4 (score), respectively. PAEE was predicted from SOFIT score and body weight [PAEE (kcal/min) = (1.384*SOFIT + 0.084*weight (kg)--5.126), R = .81, SEE = 1.23 kcal/min]. PAEE measured by indirect calorimeter and predicted from SOFIT and body weight were 3.04 +/- 1.1 (kcal/min) and 3.04 +/- 0.9 kcal/min) respectively. SOFIT and body weight may provide a useful measure of PAEE associated with classroom based physical activity.

Does a novel school-based physical activity model benefit femoral neck bone strength in pre- and early pubertal children?

The effects of physical activity on bone strength acquisition during growth are not well understood. In our cluster randomized trial, we found that participation in a novel school-based physical activity program enhanced bone strength acquisition and bone mass accrual by 2-5% at the femoral neck in girls; however, these benefits depended on teacher compliance with intervention delivery. Our intervention also enhanced bone mass accrual by 2-4% at the lumbar spine and total body in boys. We investigated the effects of a novel school-based physical activity program on femoral neck (FN) bone strength and mass in children aged 9-11 yrs. We used hip structure analysis to compare 16-month changes in FN bone strength, geometry and bone mineral content (BMC) between 293 children who participated in Action Schools! BC (AS! BC) and 117 controls. We assessed proximal femur (PF), lumbar spine (LS) and total body (TB) BMC using DXA. We compared change in bone outcomes between groups using linear regression accounting for the random school effect and select covariates. Change in FN strength (section modulus, Z), cross-sectional area (CSA), subperiosteal width and BMC was similar between control and intervention boys, but intervention boys had greater gains in BMC at the LS (+2.7%, p = 0.05) and TB (+1.7%, p = 0.03) than controls. For girls, change in FN-Z tended to be greater (+3.5%, p = 0.1) for intervention girls than controls. The difference in change increased to 5.4% (p = 0.05) in a per-protocol analysis that included girls whose teachers reported 80% compliance. AS! BC benefits bone strength and mass in school-aged children; however, our findings highlight the importance of accounting for teacher compliance in classroom-based physical activity interventions.

A Comparison of Children's Physical Activity Levels During School and Out-of-School Activities

Attempts to incorporate additional physical activity into the school day have been investigated through the use of classroom-based physical activity programs, such as the Take 10! curriculum (Stewart, Dennison, Kohl, & Doyle, 2004; Rowe, 2005). Studies utilizing Take 10! have yielded mixed results, and to date, the outcomes of Take 10! have not been clearly documented. Further, there is a need to examine children's physical activity levels during Take 10! as compared to other in-school and out-of-school activities. PURPOSE: To investigate children's physical activity levels during Take 10!, as compared to activity levels in PE, recess, lunch, and after-school/ weekend activities. METHODS: Participants were thirty-six children (boys n = 16, girls n = 20) between the ages of 9 and 12 (M age = 10.03 years, SD = 0.81) who were randomly selected from 4th and 5th grade classrooms of two public elementary schools in the Southern United States. Activity levels (average activity count/min) were measured using Actical activity monitors (Mini-Mitter Co., Inc., Bend, OR) over a continuous seven-day period. A 2(gender) x 5(activity) ANOVA with repeated measures on the second factor was used to test for differences in activity levels during Take 10!, PE, recess, lunch, and after-school/ weekend activities. RESULTS: Results revealed a significant main effect for activity (F = 9.01, p < .01) with no gender by activity interaction (F = 0.2, p = .94). Pairwise follow-up analyses yielded higher activity levels during Take 10! (M = 2775.0 counts/min, SD = 1308.0 counts/min; p <.05) than during PE (M = 1813.7 counts/min, SD = 1550.1 counts/min; p<.05), lunch (M= 1371.5 counts/min, SD =450.9 counts/min; p<.01), and after school/weekend activities (M = 1480.4 counts/min, SD = 514.3 counts/min; p <.01). Although not statistically significant, there was a trend suggesting children tended to be more active during Take 10! as compared to recess (M = 2169.7 counts/min, SD = 1389.0 counts/min; p = .14). CONCLUSION: The findings of this study demonstrate that when teachers implement the Take 10! curriculum, children's activity levels can increase. Based on these results, it appears that Take 10! is an effective tool to increase children's activity levels and decrease risk for obesity.

A comprehensive physical activity promotion programme at elementary school: the effects on physical activity, physical fitness and psychosocial correlates of physical activity

To evaluate the effects of a comprehensive physical activity (PA) promotion programme in elementary schools on children's total PA levels, leisure-time PA, physical fitness and psychosocial correlates of PA. A pre-test-post-test design over two school years. Sixteen elementary schools (764 children, mean age: 11.2 +/- 0.7 years) were randomly assigned to the intervention condition (n = 8) and the control condition (n = 8). The intervention included a health-related physical education programme, an extracurricular PA promotion programme and classroom-based PA education lessons. In the total sample, leisure-time PA, psychosocial correlates of PA and physical fitness were measured using a PA questionnaire and the Eurofit test battery. In a sub-sample, total PA levels were measured using an accelerometer. According to accelerometer data, children's moderate PA and moderate-to-vigorous PA (MVPA) levels decreased less in the intervention schools than in the control schools (P < 0.01). The average time spent on MVPA decreased by 9 min per day in the intervention schools compared with 33 min per day in the control schools. Children in the intervention schools reported significantly more moderate PA in leisure time than the controls (P < 0.05). No overall improvement of physical fitness and no effects on the psychosocial correlates of PA were found. The comprehensive PA promotion programme was successful in preventing a decline in children's total activity levels. Furthermore, the intervention increased children's PA engagement in leisure time. Therefore, implementation needs to be encouraged.

Effects of a Classroom-Based Program on Physical Activity and On-Task Behavior

This study evaluated the effects of a classroom-based physical activity program on children's in-school physical activity levels and on-task behavior during academic instruction. Physical activity of 243 students was assessed during school hours. Intervention-group students (N = 135) received a classroom-based program (i.e., Energizers). The control group (N = 108) did not receive Energizers. On-task behavior during academic instruction time was observed for 62 third-grade (N = 37) and fourth-grade students (N = 25) before and after Energizers activities. An independent groups t-test compared in-school physical activity levels between intervention and control classes. A multiple-baseline across-classrooms design was used to evaluate the effectiveness of the Energizers on on-task behavior. Additionally, a two-way (time [pre- vs postobservation] x period [baseline vs intervention]) repeated-measures analysis of variance compared on-task behavior between observation periods. Magnitudes of mean differences were evaluated with Cohen's delta (ES). Students in the intervention group took significantly (P < 0.05) more in-school steps (5587 +/- 1633) than control-group students (4805 +/- 1543), and the size of this difference was moderate (ES = 0.49). The intervention was effective in improving on-task behavior; after the Energizers were systematically implemented, on-task behavior systematically improved. The improvement in on-task behavior of 8% between the pre-Energizers and post-Energizers observations was statistically significant (P < 0.017), and the difference was moderate (ES = 0.60). Likewise, the least on-task students improved on-task behavior by 20% after Energizers activities. This improvement was statistically significant (P < 0.001) and meaningful (ES = 2.20). A classroom-based physical activity program was effective for increasing daily in-school physical activity and improving on-task behavior during academic instruction.

Effects of a Classroom-Based Physical Activity Program on Physical Activity and on On-Task Behavior in Elementary School Children

Effects of a Classroom-Based Physical Activity Program on Physical Activity and on On-Task Behavior in Elementary School Children

Exercise Level and Energy Expenditure in the TAKE 10!® In‐Class Physical Activity Program

This study evaluated the effectiveness of an innovative, classroom-based physical activity prevention program designed to integrate academic curriculum elements along with a physical activity program in providing moderate-to-vigorous intensity physical activity. A convenience sample of three public school classrooms (one first, third, and fifth grade class) was observed implementing the TAKE 10! program while monitored by either CSA accelerometers or digital pedometers. Pedometer step counts and CSA data were recorded for each student and activity. As calculated from CSA data, average MET levels during the activities were 5.72-7.05 (first grade), 5.51-6.77 (third grade), and 4.98-7.19 (fifth grade), and levels were not different between grades (p > 0.05). Average caloric expenditure (Kcal) per 10-minute session was 25.6-27.8 (first grade), 27.6-33.9 (third grade), and 29.7-42.9 (fifth grade). Measured pedometer step counts per session ranged from 644-931 in first grade, 659-1, 376 in third grade, and 1002-1041 in fifth grade. TAKE 10! sessions for all three grades produced exercise levels in the moderate intensity range throughout full duration of the session. Classroom-based physical activity promotion provides a useful strategy to promote meaningful physical activity among school children.

EVALUATION OF THE TAKE 10 CLASSROOM-BASED PHYSICAL ACTIVITY PROGRAM

Interventions to increase physical activity are needed to combat the increasing prevalence of obesity in children. PURPOSE To evaluate the effectiveness of the Take 10 classroom-based physical activity program. METHODS Teachers were asked to use Take 10 materials and lead their class in 10 minutes of physical activity daily for 15 weeks. Classes were randomly assigned to the Take 10 (n = 12; 196 students) or control condition (n = 10; 146 students). Teacher perceptions of Take 10 were assessed via questionnaire. Student-based outcomes included comprehension of Take 10 content, attraction to and level of physical activity. Physical activity was assessed for 5 consecutive days during school hours with pedometers. Students reset the pedometer at the beginning of each day, and recorded the number of steps accumulated before and after Take 10, and at the end of the school day. RESULTS Teachers reported implementing Take 10 4.3±1.2 days per week, and 75% reported they would continue to use Take 10. Most teachers (83%) reported that activities were easy to implement and 100% noted that students actively participated. On the knowledge test, intervention group students in grades K-1, 2–3, and 4–5 averaged 86%, 78%, and 73% at baseline and 92%, 82%, and 73% post-intervention, respectively. Repeated measures ANOVA revealed no significant interactions (p > .05) for grade. Fourth and 5th graders completed the Peer Acceptance and Importance of Physical Activity subscales of the Children's Attraction to Physical Activity scale. No significant changes (p > .05) were noted. Average number of steps per class during Take 10 ranged from 505 to 760 steps. Take 10 steps ranged from an average of 14% to 19% of total steps taken during the school day. CONCLUSION Although the intervention group was sufficiently active during Take 10, they took only 142 more steps per day than the control group. This was a small difference (Cohen's delta = 0.14). This finding suggests that some teachers may have substituted Take 10 for recess so that the overall effect of Take 10 did not significantly increase physical activity during the school day.

ELEMENTARY SCHOOL CHILDREN??S ATTRACTION TO PHYSICAL ACTIVITY IN A CLASSROOM-BASED PROGRAM

A child's attraction to physical activity may be a key determinant of participation in physical activity. It has been hypothesized that a higher attraction to physical activity may help promote the behavior among children. Few studies have evaluated attraction to physical activity in children and even fewer have studied how this construct might be altered or improved. PURPOSE: To evaluate the effect of a novel program for increasing classroom-based physical activity (TAKE 10!ö) on attraction to physical activity in children in grades 2 through 5. METHODS: TAKE 10!ö is a program that provides 10-min periods of physical activity that are integrated with academic curriculum objectives. N = 269 children in grades 2 through 5 were administered a pre-test Children's Attraction to Physical Activity (CAPA) questionnaire at baseline. Using a standardized protocol, the classes then participated in a 10-week intervention with TAKE 10!ö. Participating teachers used TAKE 10!ö lessons to promote core curriculum objectives in mathematics, science, language arts, social studies, and health and physical education with multiple 10-min periods of physical activity throughout the school day. Following the 10-weeks, a follow-up evaluation using CAPA was re-administered to all participants. RESULTS: Overall attraction scores range from 15 (lowest) to 60 (highest. A standard analysis of variance (ANOVA) with 4 factors was done with CAPA score being the dependent variable. The four factors examined were grade in school, sex, school, and pre-post score. After adjusting for the effects of grade, sex, and school, there was a significant effect of the intervention. The physical activity scores increased by 1.95 ± 0.59 (p = 0.001) after the 10 week (TAKE 10!ö) program. CONCLUSION: These data suggest that participation in the TAKE 10!ö program may improve attraction to physical activity among children in grades 2–5 and may thus contribute to an overall increase in physical activity.

Beyond Time on Task: Students' Reports of Their Thought Processes during Classroom Instruction

The Elementary School Journal Volume 82, Number 5 o 1982 by The University of Chicago. All rights reserved. 0013-5984/82/8205-0006$01.00 For the past two weeks, Mr. Davis has been teaching his fifth-grade class how to add, subtract, and multiply fractions with like and unlike denominators. Each day he teaches the lesson by explaining the key concepts and skills to the class, working example problems on the board, and providingfeedback and positive reinforcement to the students. He then has students work practice problems at their seats. Mr. Davis has just completed teaching the lesson and is presently passing out the seatwork problems. Before instructing the students to begin work, he reviews the general problem-solving procedures with the students. For instance, he tells the students: "When adding fractions with unlike denominators, first you must find a common denominator. Then for each fraction, form an equivalent fraction using the common denominator. After you have done this you can add the fractions." When Mr. Davis has finished explaining, Jani begins working immediately and spends the rest of the class completing the problems. While she is working, Mr. Davis stops by her desk and notices that she is working the problems correctly. He then tells her she is doing the problems right and adds "Great job, Jani. Keep up the good work!" Depending on their particular theoretical orientations, educational psychologists would differ in their descriptions and explanations of Jani's successful performance of seatwork problems. Some psychologists would focus on the amount of time that Jani spent working on them. These psychologists would assert that Jani obtained a higher score than other students because she was on task more than the other students (see, e.g., Rosenshine 1979; Fisher et al. 1980).