The Impact of Stability Balls, Activity Breaks, and a Sedentary Classroom on Standardized Math Scores

Mead, Tim P.; Scibora, Lesley M.

doi:10.18666/tpe-2016-v73-i3-5303

Cited by 20 publications

(33 citation statements)

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Section: Resultsmentioning

confidence: 99%

“…Of the 39 studies identified, 19 examined the effect of active breaks [ 24 , 26 , 35 – 51 ], seven examined curriculum-focussed active breaks [ 25 , 52 – 57 ], and thirteen examined physically active lessons [ 27 , 28 , 32 , 33 , 58 – 66 ] on academic-related outcomes. The majority of studies ( n = 27) were published in or after 2014 [ 24 , 26 , 32 , 33 , 36 , 39 – 41 , 43 , 46 – 51 , 57 , 65 , 66 ], and none before 2006. Most ( n = 18) were conducted in the USA [ 25 , 36 , 39 , 40 , 42 , 44 , 45 , 51 – 55 , 57 – 60 , 64 , 65 ], seven in the Netherlands [ 32 , 41 , 49 , 50 , 61 , 62 , 66 ], four in Australia [ 27 , 28 , 46 , 47 ], three in Canada [ 24 , 35 , 43 ], two in Scotland [ 37 , 38 ], and one each in South Africa [ 48 ], UK [ 63 ], Greece [ 56 ] Denmark [ 33 ], and Switzerland [ 26 ].…”

Section: Resultsmentioning

confidence: 99%

“…The majority of studies ( n = 27) were published in or after 2014 [ 24 , 26 , 32 , 33 , 36 , 39 – 41 , 43 , 46 – 51 , 57 , 65 , 66 ], and none before 2006. Most ( n = 18) were conducted in the USA [ 25 , 36 , 39 , 40 , 42 , 44 , 45 , 51 – 55 , 57 – 60 , 64 , 65 ], seven in the Netherlands [ 32 , 41 , 49 , 50 , 61 , 62 , 66 ], four in Australia [ 27 , 28 , 46 , 47 ], three in Canada [ 24 , 35 , 43 ], two in Scotland [ 37 , 38 ], and one each in South Africa [ 48 ], UK [ 63 ], Greece [ 56 ] Denmark [ 33 ], and Switzerland [ 26 ]. Sample sizes ranged from 14 [ 60 ] to over 4500 participants [ 45 ], with sample sizes <300 in the majority of studies ( n = 28) [ 24 – 28 , 33 , 35 , 39 – 41 , 43 , 44 , 46 – 51 , 53 , 55 – 57 , 59 – 64 ].…”

Section: Resultsmentioning

confidence: 99%

“…Most ( n = 18) were conducted in the USA [ 25 , 36 , 39 , 40 , 42 , 44 , 45 , 51 – 55 , 57 – 60 , 64 , 65 ], seven in the Netherlands [ 32 , 41 , 49 , 50 , 61 , 62 , 66 ], four in Australia [ 27 , 28 , 46 , 47 ], three in Canada [ 24 , 35 , 43 ], two in Scotland [ 37 , 38 ], and one each in South Africa [ 48 ], UK [ 63 ], Greece [ 56 ] Denmark [ 33 ], and Switzerland [ 26 ]. Sample sizes ranged from 14 [ 60 ] to over 4500 participants [ 45 ], with sample sizes <300 in the majority of studies ( n = 28) [ 24 – 28 , 33 , 35 , 39 – 41 , 43 , 44 , 46 – 51 , 53 , 55 – 57 , 59 – 64 ]. Intervention periods spanned from single lessons [ 49 , 55 , 59 , 65 ] to 3 year duration [ 58 ], with most lasting no longer than nine weeks ( n = 23) [ 24 – 28 , 33 , 37 – 41 , 43 – 46 , 48 , 50 , 52 , …”

Section: Resultsmentioning

confidence: 99%

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Effect of classroom-based physical activity interventions on academic and physical activity outcomes: a systematic review and meta-analysis

Watson

Timperio

Brown

et al. 2017

Int J Behav Nutr Phys Act

494

483

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BackgroundPhysical activity is associated with many physical and mental health benefits, however many children do not meet the national physical activity guidelines. While schools provide an ideal setting to promote children’s physical activity, adding physical activity to the school day can be difficult given time constraints often imposed by competing key learning areas. Classroom-based physical activity may provide an opportunity to increase school-based physical activity while concurrently improving academic-related outcomes. The primary aim of this systematic review and meta-analysis was to evaluate the impact of classroom-based physical activity interventions on academic-related outcomes. A secondary aim was to evaluate the impact of these lessons on physical activity levels over the study duration.MethodsA systematic search of electronic databases (PubMed, ERIC, SPORTDiscus, PsycINFO) was performed in January 2016 and updated in January 2017. Studies that investigated the association between classroom-based physical activity interventions and academic-related outcomes in primary (elementary) school-aged children were included. Meta-analyses were conducted in Review Manager, with effect sizes calculated separately for each outcome assessed.ResultsThirty-nine articles met the inclusion criteria for the review, and 16 provided sufficient data and appropriate design for inclusion in the meta-analyses. Studies investigated a range of academic-related outcomes including classroom behaviour (e.g. on-task behaviour), cognitive functions (e.g. executive function), and academic achievement (e.g. standardised test scores). Results of the meta-analyses showed classroom-based physical activity had a positive effect on improving on-task and reducing off-task classroom behaviour (standardised mean difference = 0.60 (95% CI: 0.20,1.00)), and led to improvements in academic achievement when a progress monitoring tool was used (standardised mean difference = 1.03 (95% CI: 0.22,1.84)). However, no effect was found for cognitive functions (standardised mean difference = 0.33 (95% CI: -0.11,0.77)) or physical activity (standardised mean difference = 0.40 (95% CI: -1.15,0.95)).ConclusionsResults suggest classroom-based physical activity may have a positive impact on academic-related outcomes. However, it is not possible to draw definitive conclusions due to the level of heterogeneity in intervention components and academic-related outcomes assessed. Future studies should consider the intervention period when selecting academic-related outcome measures, and use an objective measure of physical activity to determine intervention fidelity and effects on overall physical activity levels.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

Effect of classroom-based physical activity interventions on academic and physical activity outcomes: a systematic review and meta-analysis

Watson

Timperio

Brown

et al. 2017

Int J Behav Nutr Phys Act

494

483

View full text Add to dashboard Cite

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“…There is some evidence that light-intensity levels of PA from dynamic seating are positively related to academic behaviour [10]. Over the past few years, there have been a number of studies conducted to explore the effects of dynamic seating (e.g., standing desks, stability balls, therapy cushions, and cycling desks) versus standard classroom seating on academicrelated outcomes [8,[11][12][13]. One outcome of interest that is associated with student learning and subsequent academic performance is attention.…”

Section: Introductionmentioning

confidence: 99%

Do You Want Your Students to Pay More Attention in Class? Try Dynamic Seating!

Rollo¹,

Smith²,

Prapavessis³

2017

J Ergonomics

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An active classroom intervention to improve physical activity, on‐task behavior, and academic achievement outcomes for students with disabilities

Aspiranti

Michaliszyn

Dula

et al. 2023

Psychology in the Schools

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Many children with disabilities engage in less physical activity compared to their peers. This pilot‐feasibility study examines the effects of movement‐based desk and alternative seating on classroom physical activity, time on task, reading fluency, and reading comprehension scores in fourth/fifth and seventh/eighth‐grade children with disabilities. Using a cross‐over 8‐week design, action desks were included in fourth/fifth (N = 14) and seventh/eighth (N = 21) grade classrooms for students with disabilities. Levels of physical activity were measured using accelerometers; reading ability was assessed using AIMSweb Oral Reading Fluency and MAZE probes; time on task was measured using video recordings over 3 consecutive days. Data were collected at 0‐week, 4‐week, 8‐week, 12‐week, and 16‐week time points. A significant increase in metabolic equivalent was seen in fourth/fifth graders and a significant decline in time spent in sedentary activity were observed in both fourth/fifth and seventh/eighth graders. The fourth/fifth graders increased their time spent in moderate physical activity and time on task during the intervention whereas seventh/eighth graders improved oral reading fluency. How a physical activity‐based classroom may be an effective intervention in students with disabilities to improve levels of physical activity and improve academic learning is discussed.

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The Impact of Stability Balls, Activity Breaks, and a Sedentary Classroom on Standardized Math Scores

Cited by 20 publications

References 0 publications

Effect of classroom-based physical activity interventions on academic and physical activity outcomes: a systematic review and meta-analysis

Effect of classroom-based physical activity interventions on academic and physical activity outcomes: a systematic review and meta-analysis

Do You Want Your Students to Pay More Attention in Class? Try Dynamic Seating!

An active classroom intervention to improve physical activity, on‐task behavior, and academic achievement outcomes for students with disabilities

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