title: Preschoolers' time on-task and physical activity during a classroom activity break.
abstract: This study examined the acute effects of a 10-min teacher-implemented classroom-based activity break (AB) on physical activity participation and time on-task in a preschool-age population. 118 (M age = 3.80 ± 0.69 years) students from one preschool served as participants. The intervention took place over 4 days: 2 days AB were conducted and 2 days typical instruction occurred. Physical activity was monitored via accelerometry and time on-task was measured by direct observation. Results demonstrated that AB led to a higher percent of moderate-to-vigorous physical activity (MVPA) during the AB (M = 29.7%, p < .001). Breaks also promoted more on-task behavior (F1,117 = 18.86, p < .001) following the AB. Specifically, the most off-task students before the break improved on-task behavior by 30 percentage points (p < .001). Percent of school day MVPA was also higher during AB days (t117 = 3.274, p = .001). Findings indicate teachers may improve time on-task postbreak for preschoolers with a short bout of physical activity in the classroom, especially in children who are the most off-task. In addition, classroom-based AB resulted in marginal increases in MVPA during breaks that influenced whole day activity.
authors.affiliation: Dept. of Kinesiology, University of Michigan, Ann Arbor, MI.
authors.forename: E Kipling
authors.initials: EK
authors.lastname: Webster
authors.forename: Danielle D
authors.initials: DD
authors.lastname: Wadsworth
authors.forename: Leah E
authors.initials: LE
authors.lastname: Robinson
mesh_terms: D061725:Accelerometry; D001288:Attention / Q000502:physiology*; D002652:Child Behavior / Q000502:physiology*; D002675:Child, Preschool; D015444:Exercise / Q000502:physiology / Q000523:psychology*; D005260:Female; D006801:Humans; D008297:Male; D017145:Models, Educational; D012574:Schools; D013997:Time Factors