Implementing classroom physical activity breaks: Associations with student physical activity and classroom behavior |
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| Affiliation: | 1. Children''s Mercy Hospital, Center for Children''s Healthy Lifestyles and Nutrition, 610 E. 22nd St., Kansas City, MO 64108, United States;2. University of California, San Diego, 9500 Gilman Dr., La Jolla, CA 92093 United States;1. Department of Health Promotion, School of Public Health and Primary Care (CAPHRI), Maastricht University, P.O. Box 616, 6200 MD Maastricht, The Netherlands;2. Academic Collaborative Center for Public Health Limburg, Public Health Services, P.O. Box 2022, 6160 HA Geleen, The Netherlands;3. School of Sports Studies, Fontys University of Applied Sciences, P.O. Box 347, 5600 AH Eindhoven, The Netherlands;4. Department of Health Promotion, Nutrition and Translational Research Institute Maastricht (NUTRIM), Maastricht University, P.O. Box 616, 6200 MD Maastricht, The Netherlands;5. The Hague University of Applied Sciences, Research group Healthy Lifestyle in a Supporting Environment, P.O. Box 13336, 2501 EH The Hague, The Netherlands;6. Department of Health Services Research, School of Public Health and Primary Care (CAPHRI), Maastricht University, P.O. Box 616, 6200 MD Maastricht, The Netherlands;1. Louisiana State University, School of Kinesiology, 112 Long Fieldhouse, Baton Rouge, LA 70803, USA;2. University of Texas at Austin, Department of Kinesiology and Health Education, 2109 San Jacinto Blvd., Austin, TX 78712, USA;3. University of South Carolina, Arnold School of Public Health, Department of Health Promotion, Education, & Behavior and Office of Practice & Community Engagement, 915 Greene Street, Columbia, SC 29208, USA;4. University of South Carolina, Arnold School of Public Health, Department of Exercise Science, 921 Assembly Street, Columbia, SC 29208, USA;5. University of Kentucky, Department of Kinesiology and Health Promotion, Lexington, KY 40506, USA;1. Department of Epidemiology & Public Health, University College London, 1-19 Torrington Place, London WC1E 7HB, UK;2. Department of Clinical, Educational and Health Psychology, University College London, 26 Bedford Way, London WC1H 0DS, UK;3. Department of Information Studies, University College London, Foster Court, London WC1E 6BT, UK;4. Charles Perkins Centre, University of Sydney, Sydney, Australia;5. Exercise & Sport Sciences, Faculty of Health Sciences, University of Sydney, Australia |
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| 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 30 min/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 = 1.53 min/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 30 min/day school physical activity guideline. |
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