Classroom Activity Breaks Improve On-Task Behavior and Physical Activity Levels Regardless of Time of Day

Broad, Abigail A.; Bornath, Derek P D; Grisebach, Daniel; McCarthy, Seth F.; Bryden, Pamela J.; Robertson‐Wilson, Jennifer; Hazell, Tom J.

doi:10.1080/02701367.2021.1980189

Cited by 8 publications

(16 citation statements)

References 43 publications

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“…In one study, 41 participants were asked to achieve a heart rate of 150 beats per minute. Four of the included studies categorized the intensity of the intervention as vigorous, moderate, low‐moderate or moderate‐vigorous physical activity but without specifying to which specific intensity (i.e., % HR max ) these categories corresponded 33,35,37,38 …”

Section: Resultsmentioning

confidence: 99%

“…The characteristics of the different studies are shown in Table 1 and Table S8 . 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 …”

Section: Resultsmentioning

confidence: 99%

“… 34 , 36 , 38 , 39 , 40 , 41 , 42 , 43 A smaller number of studies consisted of strength exercises, 39 a combination of both aerobic and strength exercises 33 , 37 or high‐intensity interval training. 35 The intensity was also heterogeneous, ranging from 50% of maximum heart rate (HR max ) or reserve to 85% of HR max . In one study, 41 participants were asked to achieve a heart rate of 150 beats per minute.…”

Section: Resultsmentioning

confidence: 99%

“…Only two studies assessed the effects of acute physical activity on behavior control. 35 , 38 Both assessed time‐on‐task and one study evaluated three types of off‐task (motor, verbal, passive) behavior. 35 Broad et al 35 found that acute physical activity at different times within the school day (morning, afternoon, or both) increased on‐task behavior compared to control.…”

Section: Resultsmentioning

confidence: 99%

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Acute effect of physical activity on academic outcomes in school‐aged youth: A systematic review and multivariate meta‐analysis

Muntaner‐Mas,

Morales,

Martínez‐de‐Quel

et al. 2023

Scandinavian Med Sci Sports

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BackgroundThere has been an increase in the number of studies examining the effect of acute and chronic physical activity on academic outcomes in children and adolescents in the last two decades. We aimed to systematically determine the acute effects of physical activity on academic outcomes in school‐aged youth and to examine possible moderators.MethodsWe conducted a systematic search using PubMed, Web of Science, SPORTDiscus, and PsycINFO databases (from inception to 11th January 2023) for studies assessing the acute effects of physical activity on academic performance‐related outcomes in school‐aged youth. A univariate and multivariate meta‐analysis was conducted based on a random‐effects model with restricted maximum likelihood used to pool the academic outcomes results (Hedge's g).ResultsWe included 11 articles (803 children and adolescents [range: 6–16 years]) in the systematic review. Overall, acute physical activity increased academic outcomes (Hedge's g = 0.35, 95% CI: 0.20–0.50). Multivariate meta‐analyses revealed that physical activity increased academic performance in mathematics (Hedge's g = 0.29, 95% CI: 0.16–0.42) and language (Hedge's g = 0.28, 95% CI: 0.09–0.47). Only behavior change techniques (Hedge's g = 0.54, 95% CI, 0.18–0.90, p < 0.001) played a significant role in this relationship.ConclusionsA single bout of physical activity can improve academic outcomes in school‐aged youth, which may serve as a complementary tool for the educational field. However, the observed heterogeneity in the results indicates that we should interpret the findings obtained with caution.

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Section: Resultsmentioning

confidence: 99%

“…The characteristics of the different studies are shown in Table 1 and Table S8 . 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 …”

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Acute effect of physical activity on academic outcomes in school‐aged youth: A systematic review and multivariate meta‐analysis

Muntaner‐Mas,

Morales,

Martínez‐de‐Quel

et al. 2023

Scandinavian Med Sci Sports

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“…It has been observed previously that PA breaks can improve the number of steps by 18% and minutes of MVPA by 26% during the school day ( 29 , 30 ). Hence, there needs to be enablement to help manage the increased academic curriculum, and classroom settings are recommended as the best setting to achieve the benefits of PA ( 31–34 ).…”

Section: Introductionmentioning

confidence: 85%

In-classroom physical activity breaks program among school children in Sri Lanka: study protocol for a randomized controlled trial

Peiris,

Duan,

Vandelanotte

et al. 2024

Front. Public Health

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BackgroundThe problem of sedentary behavior among primary school children is alarming, with numbers gradually increasing worldwide, including Sri Lanka. Physical activity interventions within classroom settings have been acknowledged as a critical strategy to increase students’ movement behaviors while enhancing their academic achievement and health. Yet, the busy curriculum and challenging educational demands encourage more sedentary classroom behavior. Hence, this study aims to develop and evaluate an in-classroom physical activity breaks (IcPAB) intervention among fifth graders in Sri Lanka.MethodsThe study will adopt a randomized controlled trial (RCT), comprising an in-classroom physical activity breaks program group and a control group to evaluate the effects of IcPAB on academic achievement, movement behaviors and health outcomes. The intervention design is based on the capability (C), opportunity (O) and motivation (M) behavior (B) (COM-B) model. A least 198 fifth graders will be recruited from two schools in Uva province, Sri Lanka. The recruitment process will start in late 2022. Class teachers of the intervention group will implement 5-min activity breaks at least three times a day after completing a training session. The primary variables include mathematics and reading achievement. The secondary variables include physical activity levels, steps count, sedentary behavior, body mass index, aerobic fitness, and perceived stress. Data collection will be implemented at pre-test and post-test, respectively. Intervention fidelity and the process will also be evaluated.DiscussionThe IcPAB is designed to prevent pure educational time loss by introducing curriculum-integrated short bouts of physical active breaks into the classroom routine. If the IcPAB is effective, it can (1) improve the mathematics and reading achievement of fifth-grade girls and boys, which is a significant factor determining the performance at the Grade Five National Scholarship Examination in Sri Lanka; (2) improve movement behaviors as well as physical and mental health outcomes among primary school students. Sequentially, the IcPAB will enrich school-based physical activity intervention approaches which can in turn bring academic and health benefits to primary school children in Sri Lanka.Trial registrationThe first version of the trial was registered with the ISRCTN registry (Ref: ISRCTN52180050) on 20/07/2022.

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Effects of Alertness and Inhibitory Control on Adults with ADHD

Machida,

Johnson

2023

Autism and Child Psychopathology Series

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Classroom Activity Breaks Improve On-Task Behavior and Physical Activity Levels Regardless of Time of Day

Cited by 8 publications

References 43 publications

Acute effect of physical activity on academic outcomes in school‐aged youth: A systematic review and multivariate meta‐analysis

Acute effect of physical activity on academic outcomes in school‐aged youth: A systematic review and multivariate meta‐analysis

In-classroom physical activity breaks program among school children in Sri Lanka: study protocol for a randomized controlled trial

Effects of Alertness and Inhibitory Control on Adults with ADHD

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