A primary school active break programme (ACTI-BREAK): study protocol for a pilot cluster randomised controlled trial

Watson, Amanda; Timperio, Anna; Brown, Helen; Hesketh, Kylie

doi:10.1186/s13063-017-2163-5

Cited by 26 publications

(43 citation statements)

References 48 publications

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“…An alternative explanation for implementation at a mainly light-intensity may relate to teacher concerns for moderate-intensity active breaks to have an adverse effect on behaviour. While in the development phase teachers considered moderate-intensity active breaks to be feasible [19], results of this study suggest that in practice teachers prefer light-intensity active breaks, perhaps due to the perception that came out in the interviews that students (particularly those with behavioural challenges) were easier to settle following light-, compared with moderate-intensity active breaks. In contrast, previous studies have consistently reported moderate- to vigorous-intensity active breaks had a positive acute effect on behaviour [6] and one indicated that behaviour improved most for those the most off task prior to active break sessions [27].…”

Section: Discussionmentioning

confidence: 89%

“…The ACTI-BREAK intervention was designed in consultation with current primary school teachers, and involved classroom teachers incorporating 3 × 5-minute active breaks into their classroom routine daily [19]. Additional detail on the intervention development is provided in the trial protocol [19]. The intervention aimed to improve on-task behaviour, academic achievement and school-based physical activity levels [19].…”

Section: Methodsmentioning

confidence: 99%

“…Additional detail on the intervention development is provided in the trial protocol [19]. The intervention aimed to improve on-task behaviour, academic achievement and school-based physical activity levels [19]. A 6-week pilot cluster randomised controlled trial assessed efficacy showing the intervention was effective for improving on-task behaviour but not academic achievement or physical activity levels.…”

Section: Methodsmentioning

confidence: 99%

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Process evaluation of a classroom active break (ACTI-BREAK) program for improving academic-related and physical activity outcomes for students in years 3 and 4

et al. 2019

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Background Active breaks in the classroom have been shown to be effective for increasing children’s physical activity, while simultaneously improving classroom behaviour outcomes. However, there is limited evidence on the feasibility and fidelity of these programs outside of the research context. The purpose of this study was to conduct a process evaluation to explore factors associated with feasibility and fidelity of a classroom active break (ACTI-BREAK) program designed to improve classroom behaviour and physical activity outcomes for children in primary (elementary) school Years 3 and 4. Methods Six schools (3 intervention; 3 control) and 374 children (74% response) were included in the ACTI-BREAK pilot cluster randomised controlled trial. The intervention involved teachers implementing 3 × 5-minute moderate-intensity ACTI-BREAKS into their classroom routines, daily. This study focuses on the responses of students ( n = 138) and their teachers ( n = 7) who participated in the ACTI-BREAK intervention group. Intervention fidelity was assessed by number of ACTI-BREAKS completed per class per day; minutes spent in moderate-intensity physical activity (accelerometry) per ACTI-BREAK; change in physical activity from baseline to mid- and end- intervention. Intervention feasibility was explored through telephone interviews (teachers), questionnaires and focus groups (students), and teacher observations of acute effects on classroom behaviour. Qualitative data were analysed using thematic analyses; acute effects on classroom behaviour and change in physical activity were explored using paired t -tests; questionnaire data were described as frequencies. Results Teachers implemented two ACTI-BREAKS/day on average, mostly of light-intensity physical activity. Physical activity increased from baseline to mid-, but not baseline to end-intervention; classroom behaviour improved immediately following ACTI-BREAKS. Barriers to implementation included ability for students to return to task and scheduling. Facilitators included ease of implementation, flexible delivery options and student enjoyment. Students were largely satisfied with the program and enjoyed ACTI-BREAKS that incorporated choice, imagination and challenge but did not enjoy ACTI-BREAKS that evoked silliness or were perceived as too difficult and some did not like doing ACTI-BREAKS in the confined space of their classroom. Conclusions Results indicated the ACTI-BREAK program was acceptable for students and feasible for teachers, however, some minor modifications in terms of required frequency and intensity could improve fidelity. Trial registration Australia New Zealand Clinical Trials Registry ( ACTRN12617000602325 ). Retrospectively registered on 27 April 2017.

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Section: Discussionmentioning

confidence: 89%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Process evaluation of a classroom active break (ACTI-BREAK) program for improving academic-related and physical activity outcomes for students in years 3 and 4

et al. 2019

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“…Each activity card was designed to last for 30 s with ABs recommended to last for five minutes in total. This time period was chosen to cause minimal disruption to class time and it was used in a pilot of a primary school AB programme (ACTI-BREAK) as outlined by Watson et al, 2017 [30]. The ACTI-BREAK pilot study, in which participating schools were instructed to implement five-minute ABs three times per day, did not have an effect on PA levels [31].…”

Section: Methodsmentioning

confidence: 99%

Acceptability and Feasibility of Single-Component Primary School Physical Activity Interventions to Inform the AS:Sk Project

et al. 2018

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Multi-component school-based interventions provide physical activity (PA) opportunities for children but are often difficult for schools to execute and may not be implemented as intended. The primary aim of this study was to explore the acceptability and feasibility of three brief single-component primary school PA interventions targeting 9–10-year-old children. The secondary aim was to examine the effectiveness of the interventions on increasing PA levels and reducing sedentary time. The single-component interventions included active classroom breaks (AB; 3 schools; n = 119 children) Born to Move (BTM) exercise videos (2 schools; n = 50 children), and playground supervisory staff training (2 schools; n = 56 children). Qualitative data from participating children (n = 211), class teachers (n = 6), and playground supervisory staff (n = 8) explored the experiences, acceptability, and feasibility of each intervention component. Accelerometers were worn by 225 children during the last week of implementation. Teachers reported that they were able to implement ABs daily, but BTM videos were more difficult to implement daily because of accessing sufficient space. Playground staff reported difficulties in implementing activities due to children’s age and competing responsibilities on the staffs’ time. Children reported that the ABs and BTM videos were enjoyable. During half hour time windows, including the ABs and BTM videos, children engaged in 4.8 min and 8.6 min of moderate to vigorous PA (MVPA) on average, respectively. ABs and BTM videos positively affected MVPA. ABs were feasible to implement; however, teachers faced some barriers in implementing the BTM videos. Feasibility of playground interventions may be dependent on staff responsibilities and age of the children.

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“…Since children spend most of their time at school, this context presents a great opportunity for improvement and to increasephysical activity [15]. Opportunities for physical activity at school ariseduring the physical education session [20,21], through the teaching of other curricular contents [15,22], and during the breaks that occur during the school day [9,23,24,25].…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of a Motor Intervention Program on Motivation and Learning of English Vocabulary in Preschoolers: A Pilot Study

Ruz

García-Molina

Puga-González

2019

Behavioral Sciences

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(1) Background: Linking physical activity to the teaching of curricular contents provides numerous motivational and emotional benefits which improve academic performance and lead to the improvement and creation of healthy habits from an early age. (2) Method: The objective of the study is to analyze the effectiveness of a 5-week intervention program based on the use of a combined methodology of physical activity and gestures on motivation and vocabulary learning in English. The sample of children was aged from 4 to 7 years and was recruited from three children’s centers in Tegucigalpa, Honduras. A quasi-experimentalstudy was carried out using a pretest–posttest design in a sample (n = 88). (3) Results: Statistically significant results were obtained in the learning of words through the combined methodology of gestures and motor activity, compared to the traditional methodology used in the control group. (4) Conclusions: The main conclusions are that motor and expressive activities at an early age can be an effective motivational resource that promotes an increase in children’s physical activity time in the classroom. Further, it improves academic performance, producing a more effective learning of the vocabulary of a second language.

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A primary school active break programme (ACTI-BREAK): study protocol for a pilot cluster randomised controlled trial

Cited by 26 publications

References 48 publications

Process evaluation of a classroom active break (ACTI-BREAK) program for improving academic-related and physical activity outcomes for students in years 3 and 4

Process evaluation of a classroom active break (ACTI-BREAK) program for improving academic-related and physical activity outcomes for students in years 3 and 4

Acceptability and Feasibility of Single-Component Primary School Physical Activity Interventions to Inform the AS:Sk Project

Effectiveness of a Motor Intervention Program on Motivation and Learning of English Vocabulary in Preschoolers: A Pilot Study

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