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Elementary school classroom physical activity breaks: student, teacher, and facilitator perspectives
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| Zeitschriftentitel: | Advances in Physiology Education |
|---|---|
| Personen und Körperschaften: | , , , |
| In: | Advances in Physiology Education, 43, 2019, 2, S. 140-148 |
| Format: | E-Article |
| Sprache: | Englisch |
| veröffentlicht: |
American Physiological Society
|
| Schlagwörter: |
| author_facet |
Mullins, Nicole M. Michaliszyn, Sara F. Kelly-Miller, Natalie Groll, Leanne Mullins, Nicole M. Michaliszyn, Sara F. Kelly-Miller, Natalie Groll, Leanne |
|---|---|
| author |
Mullins, Nicole M. Michaliszyn, Sara F. Kelly-Miller, Natalie Groll, Leanne |
| spellingShingle |
Mullins, Nicole M. Michaliszyn, Sara F. Kelly-Miller, Natalie Groll, Leanne Advances in Physiology Education Elementary school classroom physical activity breaks: student, teacher, and facilitator perspectives General Medicine Physiology Education |
| author_sort |
mullins, nicole m. |
| spelling |
Mullins, Nicole M. Michaliszyn, Sara F. Kelly-Miller, Natalie Groll, Leanne 1043-4046 1522-1229 American Physiological Society General Medicine Physiology Education http://dx.doi.org/10.1152/advan.00002.2019 <jats:p> Current physical activity (PA) guidelines recommend that children accumulate at least 60 min of PA each day, and that adults should collaborate across sectors to increase opportunities for PA. Implementing brief classroom PA breaks (CPABs) is one way to help increase daily PA. The primary purpose of this study was to determine perceptions of a 14-wk CPAB program among elementary school children, in the first through fourth grades ( n = 254), at a suburban elementary school, and their teachers ( n = 18). The CPAB program was implemented by university exercise science students, and student and teacher perceptions were assessed through surveys. The children reported that the CPABs were very fun (86%), provided them with a nice break during the school day (88%), were very good for their health (94%), helped them feel more ready to learn (71%), and learn better (50%). The teachers reported that the students really enjoyed the CPABs (100%), that encouraging students to be physically active was either very important (83%) or important (17%), and that they were either very confident (72%) or confident (28%) that they themselves could lead the CPABs. No teacher reported that the CPABs hindered classroom learning. CPABs appear to be enjoyable to both students and teachers, easy to administer, and supportive of learning. Recommendations for improvements within the present collaboration were minimal and could be easily addressed with firmer entrenchment of the program. This collaboration was beneficial and fun for the vast majority involved, and others are urged to implement similar programs. </jats:p> Elementary school classroom physical activity breaks: student, teacher, and facilitator perspectives Advances in Physiology Education |
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Elementary school classroom physical activity breaks: student, teacher, and facilitator perspectives |
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Elementary school classroom physical activity breaks: student, teacher, and facilitator perspectives |
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Elementary school classroom physical activity breaks: student, teacher, and facilitator perspectives |
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Elementary school classroom physical activity breaks: student, teacher, and facilitator perspectives |
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elementary school classroom physical activity breaks: student, teacher, and facilitator perspectives |
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General Medicine Physiology Education |
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140-148 |
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<jats:p> Current physical activity (PA) guidelines recommend that children accumulate at least 60 min of PA each day, and that adults should collaborate across sectors to increase opportunities for PA. Implementing brief classroom PA breaks (CPABs) is one way to help increase daily PA. The primary purpose of this study was to determine perceptions of a 14-wk CPAB program among elementary school children, in the first through fourth grades ( n = 254), at a suburban elementary school, and their teachers ( n = 18). The CPAB program was implemented by university exercise science students, and student and teacher perceptions were assessed through surveys. The children reported that the CPABs were very fun (86%), provided them with a nice break during the school day (88%), were very good for their health (94%), helped them feel more ready to learn (71%), and learn better (50%). The teachers reported that the students really enjoyed the CPABs (100%), that encouraging students to be physically active was either very important (83%) or important (17%), and that they were either very confident (72%) or confident (28%) that they themselves could lead the CPABs. No teacher reported that the CPABs hindered classroom learning. CPABs appear to be enjoyable to both students and teachers, easy to administer, and supportive of learning. Recommendations for improvements within the present collaboration were minimal and could be easily addressed with firmer entrenchment of the program. This collaboration was beneficial and fun for the vast majority involved, and others are urged to implement similar programs. </jats:p> |
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| description | <jats:p> Current physical activity (PA) guidelines recommend that children accumulate at least 60 min of PA each day, and that adults should collaborate across sectors to increase opportunities for PA. Implementing brief classroom PA breaks (CPABs) is one way to help increase daily PA. The primary purpose of this study was to determine perceptions of a 14-wk CPAB program among elementary school children, in the first through fourth grades ( n = 254), at a suburban elementary school, and their teachers ( n = 18). The CPAB program was implemented by university exercise science students, and student and teacher perceptions were assessed through surveys. The children reported that the CPABs were very fun (86%), provided them with a nice break during the school day (88%), were very good for their health (94%), helped them feel more ready to learn (71%), and learn better (50%). The teachers reported that the students really enjoyed the CPABs (100%), that encouraging students to be physically active was either very important (83%) or important (17%), and that they were either very confident (72%) or confident (28%) that they themselves could lead the CPABs. No teacher reported that the CPABs hindered classroom learning. CPABs appear to be enjoyable to both students and teachers, easy to administer, and supportive of learning. Recommendations for improvements within the present collaboration were minimal and could be easily addressed with firmer entrenchment of the program. This collaboration was beneficial and fun for the vast majority involved, and others are urged to implement similar programs. </jats:p> |
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| spelling | Mullins, Nicole M. Michaliszyn, Sara F. Kelly-Miller, Natalie Groll, Leanne 1043-4046 1522-1229 American Physiological Society General Medicine Physiology Education http://dx.doi.org/10.1152/advan.00002.2019 <jats:p> Current physical activity (PA) guidelines recommend that children accumulate at least 60 min of PA each day, and that adults should collaborate across sectors to increase opportunities for PA. Implementing brief classroom PA breaks (CPABs) is one way to help increase daily PA. The primary purpose of this study was to determine perceptions of a 14-wk CPAB program among elementary school children, in the first through fourth grades ( n = 254), at a suburban elementary school, and their teachers ( n = 18). The CPAB program was implemented by university exercise science students, and student and teacher perceptions were assessed through surveys. The children reported that the CPABs were very fun (86%), provided them with a nice break during the school day (88%), were very good for their health (94%), helped them feel more ready to learn (71%), and learn better (50%). The teachers reported that the students really enjoyed the CPABs (100%), that encouraging students to be physically active was either very important (83%) or important (17%), and that they were either very confident (72%) or confident (28%) that they themselves could lead the CPABs. No teacher reported that the CPABs hindered classroom learning. CPABs appear to be enjoyable to both students and teachers, easy to administer, and supportive of learning. Recommendations for improvements within the present collaboration were minimal and could be easily addressed with firmer entrenchment of the program. This collaboration was beneficial and fun for the vast majority involved, and others are urged to implement similar programs. </jats:p> Elementary school classroom physical activity breaks: student, teacher, and facilitator perspectives Advances in Physiology Education |
| spellingShingle | Mullins, Nicole M., Michaliszyn, Sara F., Kelly-Miller, Natalie, Groll, Leanne, Advances in Physiology Education, Elementary school classroom physical activity breaks: student, teacher, and facilitator perspectives, General Medicine, Physiology, Education |
| title | Elementary school classroom physical activity breaks: student, teacher, and facilitator perspectives |
| title_full | Elementary school classroom physical activity breaks: student, teacher, and facilitator perspectives |
| title_fullStr | Elementary school classroom physical activity breaks: student, teacher, and facilitator perspectives |
| title_full_unstemmed | Elementary school classroom physical activity breaks: student, teacher, and facilitator perspectives |
| title_short | Elementary school classroom physical activity breaks: student, teacher, and facilitator perspectives |
| title_sort | elementary school classroom physical activity breaks: student, teacher, and facilitator perspectives |
| title_unstemmed | Elementary school classroom physical activity breaks: student, teacher, and facilitator perspectives |
| topic | General Medicine, Physiology, Education |
| url | http://dx.doi.org/10.1152/advan.00002.2019 |