- Title
- Effects of different types of classroom physical activity breaks on children's on-task behaviour, academic achievement and cognition
- Creator
- Mavilidi, Myrto F.; Drew, Ryan; Morgan, Philip J.; Lubans, David R.; Schmidt, Mirko; Riley, Nicholas
- Relation
- Acta Paediatrica Vol. 109, Issue 1, p. 158-165
- Publisher Link
- http://dx.doi.org/10.1111/apa.14892
- Publisher
- Wiley-Blackwell
- Resource Type
- journal article
- Date
- 2020
- Description
- Aim: This study examined the effects of different types of classroom physical activity breaks on children's on-task behaviour, academic achievement and cognition. Methods: Participants were 87 Australian primary school students (mean age 9.11 ± 0.62 years), recruited from one school. Three classes were randomly assigned either to activity breaks only (n = 29), activity breaks and mathematics combined (n = 29), or control conditions involving only mathematical content (n = 29). Students were engaged in five minutes of classroom physical activity breaks, three times per week, for four weeks (divided into two minutes at the beginning of the usual mathematics curriculum lesson and three minutes in the middle of the lesson). Assessments were conducted at baseline and post-test. Results: Significant group-by-time effects were found for on-task behaviour (active engagement: activity breaks and mathematics combined versus control, p = 0.001; activity breaks versus control, p = 0.001; activity breaks and mathematics combined versus activity breaks, p = 0.037; passive engagement: activity breaks and mathematics combined versus control, p = 0.001) and mathematics scores (activity breaks versus control, p = 0.045). Conclusion: Physical activity breaks with and without integrated mathematics content were effective in improving children's on-task behaviour and learning scores.
- Subject
- academic achievement; cognition; on-task behaviour; physical activity breaks; primary school children
- Identifier
- http://hdl.handle.net/1959.13/1416829
- Identifier
- uon:37127
- Identifier
- ISSN:0803-5253
- Rights
- This is the peer reviewed version of above article, which has been published in final form at https://doi.org/10.1111/apa.14892. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.
- Language
- eng
- Full Text
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