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Updated: Mar 28, 2026

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Published on: July 27, 2022
Comprehensive School Physical Activity Programming and Classroom Behavior
Ryan D Burns1, Timothy A Brusseau2, You Fu3
1Department of Exercise and Sport Science, University of Utah, Salt Lake City, UT, USA. ryan.d.burns@utah.edu.
Objectives:
The purpose of this study was to examine the effect of a comprehensive school physical activity program (CSPAP) on classroom behavior in low-income children.
Methods:
The participants included 1460 children recruited from 3 low-income schools receiving governmental financial assistance. A total of 77 classrooms were observed across grades K through 6. Classrooms were observed one week prior to the implementation of CSPAP and at 6 weeks and 12 weeks after commencement of the program. Members of the research team observed classroom behavior using systematic observation, specifically a 5-second momentary time sampling procedure. A generalized linear mixed effects model was used to determine the change in odds of a classroom achieving at least 80% on-task behavior following the implementation of CSPAP.
Results:
There were 7.49 (95% CI: 2.83, 19.79) greater odds of a classroom achieving 80% on-task behavior at 6 weeks compared to baseline and a 27.93 (95% CI: 7.93, 98.29) greater odds of a classroom achieving 80% on-task behavior at 12 weeks compared to baseline (p < .001).
Conclusions:
After the CSPAP was implemented, on-task classroom behavior significantly improved across all grade levels.
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