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Area of Science:

  • Child Development
  • Educational Psychology
  • Sports Science

Background:

  • Before-school programs offer opportunities for physical activity (PA).
  • PA participation can enhance children's readiness to learn.
  • The impact of structured before-school PA on classroom behavior needs further examination.

Purpose of the Study:

  • To investigate the effect of a before-school running/walking club on elementary school children's on-task behavior.
  • To assess the impact of PA on academic readiness in young students.
  • To evaluate the feasibility and effectiveness of before-school PA interventions.

Main Methods:

  • Two-phase experimental design (baseline, alternating treatments) across two schools (private and public).
  • Participants: 3rd and 4th graders in a before-school running/walking club (15-20 min, twice weekly).
  • Measures: Pedometer data for PA, direct observation for on-task behavior, visual analysis, Tau-U, and multilevel modeling for data analysis.

Main Results:

  • On-task behavior was significantly higher on days children participated in the before-school program compared to non-participation days.
  • Multilevel modeling showed significant positive effects: School A (15.78% increase, strong effect), School B (14.26% increase, moderate effect).
  • Data analyses consistently supported the positive impact of the intervention on classroom behavior.

Conclusions:

  • Before-school physical activity programs positively influence children's on-task behavior and readiness to learn.
  • These programs can be integrated into the school day without compromising academic instruction.
  • Findings support the scheduling of physical activity opportunities within the school structure to benefit academic outcomes.