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Related Experiment Videos

Effects of a classroom-based program on physical activity and on-task behavior.

Matthew T Mahar1, Sheila K Murphy, David A Rowe

  • 1Activity Promotion Laboratory, Department of Exercise and Sport Science, East Carolina University, Greenville, NC 27858, USA. maharm@ecu.edu

Medicine and Science in Sports and Exercise
|December 6, 2006
PubMed
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A classroom physical activity program, Energizers, significantly increased students' in-school physical activity and improved on-task behavior during lessons. This intervention positively impacted academic engagement and overall student health.

Area of Science:

  • Pediatric Exercise Science
  • Educational Psychology
  • Classroom-Based Interventions

Background:

  • Sedentary behavior in children is a growing concern, impacting both physical health and academic performance.
  • Integrating physical activity into the school day is a strategy to combat inactivity and enhance learning.
  • The 'Energizers' program offers a structured approach to incorporating physical activity within classroom settings.

Purpose of the Study:

  • To evaluate the impact of the Energizers classroom-based physical activity program on children's in-school physical activity levels.
  • To assess the program's effect on students' on-task behavior during academic instruction.
  • To determine if a brief physical activity intervention can enhance both physical activity and academic engagement.

Main Methods:

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  • A total of 243 students participated, with 135 in the intervention group (Energizers) and 108 in the control group.
  • In-school physical activity was measured, and on-task behavior was observed in 62 third and fourth graders before and after the intervention.
  • Statistical analyses included independent groups t-tests, a multiple-baseline design, and repeated-measures ANOVA, with Cohen's delta used for effect size.

Main Results:

  • Intervention students demonstrated significantly higher in-school step counts (5587 ± 1633) compared to controls (4805 ± 1543), with a moderate effect size (ES = 0.49).
  • The Energizers program significantly improved on-task behavior by 8% (P < 0.017, ES = 0.60) post-intervention.
  • Students with initially lower on-task behavior showed a substantial 20% improvement (P < 0.001, ES = 2.20), indicating a meaningful impact.

Conclusions:

  • The Energizers classroom-based physical activity program effectively increased daily in-school physical activity among students.
  • The program significantly enhanced on-task behavior during academic instruction, suggesting benefits for classroom engagement.
  • Integrating short bursts of physical activity into the school day is a viable strategy for improving both physical activity levels and academic focus.