Bizzy Break! The Effect of a Classroom-Based Activity Break on In-School Physical Activity Levels of Primary School Children

2013 ◽  
Vol 25 (2) ◽  
pp. 300-307 ◽  
Author(s):  
Elaine Murtagh ◽  
Maureen Mulvihill ◽  
Oonagh Markey
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Intervention Group ◽  
Primary School Children ◽  
Control Group ◽  
Step Counts ◽  
Significant Difference

The school has been identified as a key setting to promote physical activity. The purpose of this study was to evaluate the effect of a classroom-based activity break on in-school step counts of primary school children. Data for 90 children (49 boys, 41 girls, 9.3 ± 1.4 years) from three Irish primary schools is presented. In each school one class was randomly assigned as the intervention group and another as controls. Children’s step counts were measured for five consecutive days during school hours at baseline and follow-up. Teachers of the intervention classes led a 10 min activity break in the classroom each day (Bizzy Break!). Mean daily in-school steps for the intervention at baseline and follow-up were 5351 and 5054. Corresponding values for the control group were 5469 and 4246. There was a significant difference in the change in daily steps from baseline to follow-up between groups (p < .05). There was no evidence that girls and boys responded differently to the intervention (p > .05). Children participating in a daily 10 min classroom-based activity break undertake more physical activity during school hours than controls.

Active Classrooms: A Cluster Randomized Controlled Trial Evaluating the Effects of a Movement Integration Intervention on the Physical Activity Levels of Primary School Children

2017 ◽  
Vol 14 (4) ◽  
pp. 290-300 ◽  
Author(s):  
Rosemarie Martin ◽  
Elaine Murtagh
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Children ◽  
Controlled Trial ◽  
Intervention Group ◽  
Primary School Children ◽  
Activity Levels ◽  
Significant Difference ◽  
Physical Activity Levels

Background:A cluster randomized controlled trial was conducted to assess the effectiveness of the Active Classrooms intervention, which integrates movement into academic lessons, on the moderate-to-vigorous physical activity levels (MVPA) of primary school children during class-time and throughout the school day.Methods:Ten classroom teachers and their students aged 8 to 12 years were recruited and randomized into the Active Classrooms intervention group (n = 131students, n = 5teachers) or a delayed-treatment controlled group (n = 117students, n = 5teachers). The intervention group participated in active academic lessons taught by the classroom teacher over an 8 week period. Accelerometers were used to gather physical activity data at baseline, postintervention and at 4 months follow-up. Teachers completed a questionnaire to evaluate the program.Results:A significant difference for change in daily class time MVPA levels was identified between the treatment (n = 95) and control (n = 91) groups from pre- to postintervention (P < .001) and this difference was maintained at follow-up (P < .001). No significant difference emerged between the treatment and control groups for change in school day MVPA levels from pre- to postintervention (P = .52) or follow-up (P = .09). Teachers reported that they were highly satisfied with the program.Conclusions:Movement integration has the potential to improve physical activity levels of primary school children in the classroom.

scholarly journals Classroom Standing Desks and Time-Series Variation in Sedentary Behavior and Physical Activity among Primary School Children

2019 ◽  
Vol 16 (11) ◽  
pp. 1892 ◽  
Author(s):  
Tetsuhiro Kidokoro ◽  
Yasuo Shimizu ◽  
Kanako Edamoto ◽  
Michael Annear
Keyword(s):  
Physical Activity ◽  
Time Series ◽  
Primary School ◽  
Sedentary Behavior ◽  
School Children ◽  
Primary School Children ◽  
Control Group ◽  
School Time ◽  
Intensity Physical Activity

The purpose of the present study was to examine the effects of height-adjustable standing desks on time-series variation in sedentary behavior (SB) among primary school children. Thirty-eight children aged 11–12 years (22 boys and 16 girls) from two classes at a primary school in Nagano, Japan, participated in this study. One class was allocated as the intervention group and provided with individual standing desks for 6 months, and the other was allocated as the control group. Time spent in SB, light-intensity physical activity (LPA), and moderate-to-vigorous-intensity physical activity (MVPA) was measured using accelerometers (ActiGraph) at baseline and follow-up. Time spent in SB was significantly lower by 18.3 min/day on average in the intervention class at follow-up (interaction effects: F(1, 36) = 4.95, p = 0.035, η2 = 0.082). This was accompanied by a significant increase in time spent in MVPA (+19.9 min/day on average). Our time-series analysis showed significant decreases in SB during school time, while no change in SB was found during non-school time. This result indicates that the use of standing desks promotes an overall reduction in SB with no compensatory increase during non-school time.

scholarly journals The Effect of Brain Breaks on Physical Activity Behaviour among Primary School Children: A Transtheoretical Perspective

2019 ◽  
Vol 16 (21) ◽  
pp. 4283 ◽  
Author(s):  
Hussein Rizal ◽  
Mawar Siti Hajar ◽  
Ayu Suzailiana Muhamad ◽  
Yee Cheng Kueh ◽  
Garry Kuan
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Stages Of Change ◽  
School Children ◽  
Decisional Balance ◽  
Primary School Children ◽  
Control Group ◽  
P Value ◽  
Significant Difference ◽  
Brain Breaks

Brain Breaks Physical Activity Solutions (BBPAS) is a web-based structured physical activity (PA) video that is specifically designed for school settings and can stimulate a student’s health and learning. The purpose of this study is to measure the effect of BBPAS on the stages of change, decisional balance, processes of change, self-efficacy and leisure-time exercise among Malay ethnic primary school children. A validated Malay version of three of the five constructs was derived with sound validity and was used in the present study. A total of 159 male and 163 female children aged 10 to 11 years old, mean (SD) = 10.53 (0.50), were recruited from two schools in Kelantan, Malaysia. Purposive sampling was used to divide the children into intervention (n = 177) and control (n = 145) groups. Children in the intervention group underwent BBPAS activity for an accumulated 30 min per week, while children in the control group were not involved in the BBPAS intervention. Mixed factorial analysis of variance (ANOVA) was used to examine the effect of BBPAS on the study variables. A mixed ANOVA showed significant changes (time effect) on cognitive process, F(1, 320) = 5.768, p-value = 0.017; behavioural process, F(1, 313) = 5.736, p-value = 0.017; and internal feeling, F(1, 312) = 6.050, p-value = 0.014. There was also a significant difference between groups on cons, F(1, 316) = 7.504, p-value = 0.007. A significant interaction effect was observed for stages of change, F(1, 319) = 7.861, p-value = 0.005; pros, F(1, 316) = 31.311, p-value = 0.001; internal feeling, F(1, 312) = 4.692, p-value = 0.031; and behavioural process, F(1, 313) = 7.312, p-value = 0.007. In conclusion, BBPAS was successful in improving four of the five constructs, and thus, should be recommended to be used in schools throughout Malaysia.

scholarly journals EFFECT OF PEER EDUCATION MODEL ON KNOWLEDGE AND SELF-EFFICACY OF CHILDREN IN THE PREVENTION OF PHYSICAL SEXUAL VIOLENCE

2018 ◽  
Vol 4 (1) ◽  
pp. 51-57 ◽  
Author(s):  
Rufaida Nur Fitriana ◽  
Chriswardani Suryawati ◽  
Zubaidah Zubaidah
Keyword(s):  
Primary School ◽  
Sexual Violence ◽  
School Children ◽  
Self Efficacy ◽  
Primary Schools ◽  
Peer Education ◽  
Intervention Group ◽  
Primary School Children ◽  
School Aged Children ◽  
Significant Difference

Background: The rate of incidence of physical assault on school children increases from year to year. Efforts to prevent child sexual violence can be done through school-based education with student empowerment.Objective: To identify the effect of education by peers on the knowledge and self-efficacy of primary school children in preventing sexual violence in Grabag Sub-district, Magelang regency.Methods: This study was a quasi experimental study with pretest and posttest non-equivalent control groups. A total of 84 school-aged children were purposively recruited from two different primary schools. Each group consisted of 42 respondents. Children's Knowledge of Abuse Questionnaire-Revised III (CKAQ-RIII) instrument was used to measure knowledge and self-efficacy questionnaire was measured for self-efficacy. Data were analyzed using Wilcoxon and Chi-square testResults: The study showed that a statistically significant difference both in the variables of knowledge (P=0.008) and self-efficacy (p=0.000) in the intervention group after given peer education treatment.Conclusion: Educational interventions by peers can improve the knowledge and self-efficacy of primary school-aged children in preventing sexual violence. Peer education can be used as an effort to prevent sexual violence in children through school empowerment programs. 

scholarly journals Impacts of a School-Based Intervention That Incorporates Nutrition Education and a Supportive Healthy School Canteen Environment among Primary School Children in Malaysia

Nutrients ◽  
2021 ◽  
Vol 13 (5) ◽  
pp. 1712
Author(s):  
Choon Huey Teo ◽  
Yit Siew Chin ◽  
Poh Ying Lim ◽  
Shahril Azian Haji Masrom ◽  
Zalilah Mohd Shariff
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Nutrition Education ◽  
Cognitive Performance ◽  
School Children ◽  
Intervention Group ◽  
Primary School Children ◽  
Post Intervention ◽  
School Canteen

In this study, a school nutrition program (SNP) that incorporates nutrition education and a healthy school canteen environment was developed to improve nutrition knowledge among intervention respondents and provide a healthier environment for them to practice healthy eating. In the current study, we evaluated the impacts of the SNP on eating behaviors, physical activity, body mass index-for-age (BAZ), and cognitive performance at pre-intervention, post-intervention, and 3-month follow-up points between intervention and comparison groups. This intervention study involved 523 primary school children (7–11 years old) from six selected schools in Batu Pahat District, Malaysia. Each respondent completed anthropometric and cognitive performance assessments and a set of standardized questionnaire at pre-intervention, post-intervention, and 3-month follow-up points. Multiple linear mixed model analysis was performed to determine the impacts of that SNP after being adjusted for covariates. After the program, the intervention group increased their frequency of breakfast, lunch, and dinner consumption and morning tea snacking and showed more frequent physical activity and better cognitive performance as compared to the comparison group overtime (p < 0.05). At 3-month follow-up, the intervention group showed lower BAZ scores than their comparison counterparts (p < 0.05). The SNP showed positive effects on eating behaviors, physical activity, BAZ, and cognitive performance in school children. Hence, the SNP is highly recommended for all primary school children.

scholarly journals Impact of The Daily Mile on children’s physical and mental health, and educational attainment in primary schools: iMprOVE cohort study protocol

BMJ Open ◽  
2021 ◽  
Vol 11 (5) ◽  
pp. e045879
Author(s):  
Bina Ram ◽  
Anna Chalkley ◽  
Esther van Sluijs ◽  
Rachel Phillips ◽  
Tishya Venkatraman ◽  
...  
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Cohort Study ◽  
Educational Attainment ◽  
Primary School ◽  
Primary Schools ◽  
Intervention Group ◽  
Control Group ◽  
Physical And Mental Health ◽  
School Year

IntroductionSchool-based active mile initiatives such as The Daily Mile (TDM) are widely promoted to address shortfalls in meeting physical activity recommendations. The iMprOVE Study aims to examine the impact of TDM on children’s physical and mental health and educational attainment throughout primary school.Methods and analysisiMprOVE is a longitudinal quasi-experimental cohort study. We will send a survey to all state-funded primary schools in Greater London to identify participation in TDM. The survey responses will be used for non-random allocation to either the intervention group (Daily Mile schools) or to the control group (non-Daily Mile schools). We aim to recruit 3533 year 1 children (aged 5–6 years) from 77 primary schools and follow them up annually until the end of their primary school years. Data collection taking place at baseline (children in school year 1) and each primary school year thereafter includes device-based measures of moderate-to-vigorous physical activity (MVPA) and questionnaires to measure mental health (Strengths and Difficulties Questionnaire) and educational attainment (ratings from ‘below expected’ to ‘above expected levels’). The primary outcome is the mean change in MVPA minutes from baseline to year 6 during the school day among the intervention group compared with controls. We will use multilevel linear regression models adjusting for sociodemographic data and participation in TDM. The study is powered to detect a 10% (5.5 min) difference between the intervention and control group which would be considered clinically significant.Ethics and disseminationEthics has been approved from Imperial College Research Ethics Committee, reference 20IC6127. Key findings will be disseminated to the public through research networks, social, print and media broadcasts, community engagement opportunities and schools. We will work with policy-makers for direct application and impact of our findings.

scholarly journals Validation of self-reported physical activity by accelerometry among primary school children in Kilimanjaro, Tanzania: a pilot study

2020 ◽  
Vol 3 ◽  
pp. 40
Author(s):  
Mary Vincent Mosha ◽  
Elizabeth Kasagama ◽  
Philip Ayieko ◽  
Jim Todd ◽  
Sia E. Msuya ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Vigorous Physical Activity ◽  
Primary School Children ◽  
Positive Correlation ◽  
Self Reports ◽  
Study Participants ◽  
Moderate Positive Correlation

Background: Self-reports are commonly used to assess physical activity in children.  Existing self-reports for physical activity have not been validated for use among primary school children in Kilimanjaro, Tanzania. In order to understand if primary school children can accurately report their physical activity, we examined the validity of self-reported physical activity against accelerometer measured physical activity. Methods: A community based cross-sectional study was conducted from May to July, 2018 among four primary schools in Moshi municipal and Moshi rural districts, Kilimanjaro, Tanzania.  A total of 51 primary school children aged 9–11 years were enrolled using a simple random sampling technique. A self-reported questionnaire was used to collect physical activity related variables. In addition, children wore accelerometers for seven consecutive days to capture physical activity movements. Spearman’s rank test and Bland Altman plots were used for assessing validity and agreement between self-reports and accelerometer moderate to vigorous physical activity (MVPA). Results: The mean age of the study participants was 10 (SD=0.8) years. Majority of the study participants were female 32 (63%). A moderate, positive correlation was found between self-reports and accelerometer MVPA (rho=0.36, p=0.009). Accelerometer had higher MVPA compared to self-reports. Children who reported walking to school had higher MVPA for both accelerometer and self- reports compared to children who use other means of transport to school, e.g. school buses (p < 0.001). Conclusions: This study found the moderate positive correlation between self-reports and accelerometers. Self-reports are prone to errors due to recall bias, and this interferes their validity.  More research is needed to develop better self-reported measures with specific activities which can easily be recalled by children. Also, researchers have to be aware of self-reports validity limitation.

scholarly journals The Effects of Brain Breaks on Motives of Participation in Physical Activity among Primary School Children in Malaysia

2019 ◽  
Vol 16 (13) ◽  
pp. 2331 ◽  
Author(s):  
Mawar Siti Hajar ◽  
Hussein Rizal ◽  
Yee Cheng Kueh ◽  
Ayu Suzailiana Muhamad ◽  
Garry Kuan
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Control Group ◽  
P Value ◽  
Factorial Anova ◽  
Significant Downward Trend ◽  
Brain Breaks ◽  
And Control

Brain breaks is a physical activity (PA) video designed for school settings that is used to stimulate student’s health and learning. The purpose of this study is to measure the effects of brain breaks on motives of participation in PA among primary school children in Malaysia. Purposive sampling was used to divide 159 male and 176 female students aged 10 to 11 years old, mean (standard deviation (SD)) = 10.51 (0.50), from two schools in Kelantan, Malaysia into intervention (n = 183) and control (n = 152) groups. Students undertook brain breaks activities on school days (five minutes per session) spread out for a period of four months. Mixed factorial analysis of variance (ANOVA) was used to test the students’ motives of participation in PA for pre-, mid-, and post-tests using the Physical Activity and Leisure Motivation Scale-Youth-Malay (PALMS-Y-M). Mixed factorial ANOVA showed significant changes in enjoyment, F(2, 392) = 8.720, p-value (ηp2) = 0.001 (0.043); competitiveness, F(2, 195) = 4.364, p-value (ηp2) = 0.014 (0.043); appearance, F(2, 392) = 5.709, p-value (ηp2) = 0.004 (0.028); and psychological condition, F(2, 392) = 4.376, p-value (ηp2) = 0.013 (0.022), whereas mastery, affiliation, and physical condition were not significant (p < 0.05). Further post-hoc analysis revealed a significant downward trend in the control group (p < 0.05). Brain breaks is successful in maintaining students’ motives for PA in four of the seven factors.

scholarly journals Associations of Physical Activity and Sedentary Behavior with Academic Skills – A Follow-Up Study among Primary School Children

PLoS ONE ◽  
2014 ◽  
Vol 9 (9) ◽  
pp. e107031 ◽  
Author(s):  
Eero A. Haapala ◽  
Anna-Maija Poikkeus ◽  
Katriina Kukkonen-Harjula ◽  
Tuomo Tompuri ◽  
Niina Lintu ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Sedentary Behavior ◽  
School Children ◽  
Academic Skills ◽  
Primary School Children ◽  
Follow Up Study

scholarly journals Formal string instrument training in a class setting enhances cognitive and sensorimotor development of primary school children

2019 ◽  
Author(s):  
Clara E. James ◽  
Sascha Zuber ◽  
Elise Dupuis-Lozeron ◽  
Laura Abdili ◽  
Diane Gervaise ◽  
...  
Keyword(s):  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Bimanual Coordination ◽  
Intervention Group ◽  
Control Group ◽  
Group Setting ◽  
Transfer Effects ◽  
String Instruments ◽  
Music Practice

AbstractThis randomized controlled trial shows for the first time that focused musical instrumental practice as compared to traditional sensitization to music provokes robust cognitive and sensorimotor transfer effects. Over the last two years of primary school (10-12-year-old children), sixty-nine children received biweekly musical instruction by professional musicians within the regular school curriculum. The intervention group learned to play string instruments, whereas the control group, peers in parallel classes, was sensitized to music via listening, theory, and some practice. Broad benefits manifested in the intervention group as compared to the control group for working memory, attention, processing speed, cognitive flexibility, matrix reasoning, sensorimotor hand function and bimanual coordination Apparently, learning to play a complex instrument in a dynamic group setting impacts development much stronger than classical sensitization to music. Our results therefore highlight the added value of intensive musical instrumental training in a group setting, encouraging general implementation in public primary schools, better preparing children for secondary school and for daily living activities.Highlights-Music practice produces multiple cognitive transfer effects in school children-Making music causes stronger cognitive benefits than sensitization to music-Music practice in a class setting improves executive functions and abstract thinking-Playing string instruments enhances fine manual dexterity and bimanual coordination

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