title: Smiles count but minutes matter: responses to classroom exercise breaks.
abstract: OBJECTIVE
  To determine the subjective responses of teachers and students to classroom exercise breaks, and how responses varied by duration.
  
  
  METHODS
  This mixed-methods experimental study included focus groups with teachers (N = 8) and 4(th)- and 5(th)-grade students (N = 96). Students participated in 5-, 10-, and 20-minute exercise breaks and 10 minutes of sedentary activity. In an additional exploratory analysis, video-tapes of each condition were coded and compared for positive affect.
  
  
  RESULTS
  Students and teachers discussed multiple benefits, but teachers discussed barriers to implementing regular breaks of 5-minutes or more. Students exhibited higher positive affect during each exercise condition.
  
  
  CONCLUSIONS
  Classroom exercise breaks are an enjoyable way to increase physical activity, but additional support may be needed to encourage teachers to implement breaks of 5 minutes or longer.
authors.affiliation: Postdoctoral Research Fellow, Curtin University, Perth, Western Australia, Australia. Erin.Howie@curtin.edu.au.
authors.forename: Erin K
authors.initials: EK
authors.lastname: Howie
authors.affiliation: University of South Carolina, Columbia, SC, USA.
authors.forename: Roger D
authors.initials: RD
authors.lastname: Newman-Norlund
authors.affiliation: University of South Carolina, Columbia, SC, USA.
authors.forename: Russell R
authors.initials: RR
authors.lastname: Pate
mesh_terms: D015444:Exercise; D005178:Faculty; D005260:Female; D017144:Focus Groups; D006293:Health Promotion / Q000379:methods*; D006801:Humans; D008297:Male; D011998:Recreation / Q000502:physiology*; D012572:School Health Services; D057185:Sedentary Behavior; D012904:Smiling; D013334:Students / Q000706:statistics & numerical data*; D013997:Time Factors