Effects of a classroom-based program on physical activity and on-task behavior

Tools

Mahar, M. and Murphy, S. and Rowe, D.A. and Golden, J. and Shields, T. and Raedeke, T. (2006) Effects of a classroom-based program on physical activity and on-task behavior. Medicine and Science in Sports and Exercise, 38 (12). pp. 2086-2094. ISSN 1530-0315 (https://doi.org/10.1249/01.mss.0000235359.16685.a3)

Full text not available in this repository.Request a copy

Abstract

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.

ORCID iDs

Mahar, M., Murphy, S., Rowe, D.A. ORCID logoORCID: https://orcid.org/0000-0001-5249-9008, Golden, J., Shields, T. and Raedeke, T.;
CORE (COnnecting REpositories)