Impact of short duration health & science energizers in the elementary school classroom
Background: Acute physical activity breaks lasting 10–60 min have been related to positive effects on student focus and academic performance. The aim of this study was to evaluate the impact of repeated brief physical activity-infused academic lessons (1–5 min) on student retention and on-task behav...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2017-01-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/2331186X.2017.1399969 |
| _version_ | 1797706793338535936 |
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| author | Marcella Raney Adriel Henriksen Jessica Minton |
| author_facet | Marcella Raney Adriel Henriksen Jessica Minton |
| author_sort | Marcella Raney |
| collection | DOAJ |
| description | Background: Acute physical activity breaks lasting 10–60 min have been related to positive effects on student focus and academic performance. The aim of this study was to evaluate the impact of repeated brief physical activity-infused academic lessons (1–5 min) on student retention and on-task behavior. Methods: One class from each K-2 grade level (N = 114) was randomly assigned to the control or experimental condition. Teachers introduced two health and science lessons lasting no more than 5 min every day for six weeks using the 1-Minute Energizer (experimental) or sedentary equivalent (control) curriculum. Student knowledge and behavior was assessed pre- and post-intervention with curriculum-specific oral quizzes and classroom observations. Results: Improvement in quiz performance with the intervention (+80.5 ± 12.4%; p < 0.001) was not different between groups (F(1, 89) = 0.05, p > 0.05) despite greater lesson time in control classrooms. Experimental students exhibited fewer disruptive behaviors (DB) and spent more time on-task (OT) post-intervention (DB: F(1,89) = 10.72, p = < 0.01; OT: F(1,89) = 5.56, p < 0.05). Conclusions: 1-Minute Energizers are an effective instructional tool for increasing health and science knowledge with the added benefits of improving student focus and providing more opportunities for physical activity participation. |
| first_indexed | 2024-03-12T05:56:33Z |
| format | Article |
| id | doaj.art-763bb481dc604870819ec924c93bd69c |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-12T05:56:33Z |
| publishDate | 2017-01-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-763bb481dc604870819ec924c93bd69c2023-09-03T04:31:32ZengTaylor & Francis GroupCogent Education2331-186X2017-01-014110.1080/2331186X.2017.13999691399969Impact of short duration health & science energizers in the elementary school classroomMarcella Raney0Adriel Henriksen1Jessica Minton2Occidental CollegeOccidental CollegeOccidental CollegeBackground: Acute physical activity breaks lasting 10–60 min have been related to positive effects on student focus and academic performance. The aim of this study was to evaluate the impact of repeated brief physical activity-infused academic lessons (1–5 min) on student retention and on-task behavior. Methods: One class from each K-2 grade level (N = 114) was randomly assigned to the control or experimental condition. Teachers introduced two health and science lessons lasting no more than 5 min every day for six weeks using the 1-Minute Energizer (experimental) or sedentary equivalent (control) curriculum. Student knowledge and behavior was assessed pre- and post-intervention with curriculum-specific oral quizzes and classroom observations. Results: Improvement in quiz performance with the intervention (+80.5 ± 12.4%; p < 0.001) was not different between groups (F(1, 89) = 0.05, p > 0.05) despite greater lesson time in control classrooms. Experimental students exhibited fewer disruptive behaviors (DB) and spent more time on-task (OT) post-intervention (DB: F(1,89) = 10.72, p = < 0.01; OT: F(1,89) = 5.56, p < 0.05). Conclusions: 1-Minute Energizers are an effective instructional tool for increasing health and science knowledge with the added benefits of improving student focus and providing more opportunities for physical activity participation.http://dx.doi.org/10.1080/2331186X.2017.1399969physical activity breakscurriculumstudent learningmethods and materials of instructionteaching techniquesearly childhood |
| spellingShingle | Marcella Raney Adriel Henriksen Jessica Minton Impact of short duration health & science energizers in the elementary school classroom Cogent Education physical activity breaks curriculum student learning methods and materials of instruction teaching techniques early childhood |
| title | Impact of short duration health & science energizers in the elementary school classroom |
| title_full | Impact of short duration health & science energizers in the elementary school classroom |
| title_fullStr | Impact of short duration health & science energizers in the elementary school classroom |
| title_full_unstemmed | Impact of short duration health & science energizers in the elementary school classroom |
| title_short | Impact of short duration health & science energizers in the elementary school classroom |
| title_sort | impact of short duration health science energizers in the elementary school classroom |
| topic | physical activity breaks curriculum student learning methods and materials of instruction teaching techniques early childhood |
| url | http://dx.doi.org/10.1080/2331186X.2017.1399969 |
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