title: Implementing classroom physical activity breaks: Associations with student physical activity and classroom behavior.
abstract: OBJECTIVE
  To investigate the relation of classroom physical activity breaks to students' physical activity and classroom behavior.
  
  
  METHODS
  Six elementary-school districts in California implemented classroom physical activity interventions in 2013-2014. Students' (N=1322) accelerometer-measured moderate-to-vigorous physical activity (MVPA) during school and teachers' (N=397) reports of implementation and classroom behavior were assessed in 24 schools at two time points (both post-intervention). Mixed-effects models accounted for nested data.
  
  
  RESULTS
  Minutes/day of activity breaks was positively associated with students' MVPA (βs=.07-.14; ps=.012-.016). Students in classrooms with activity breaks were more likely to obtain 30 min/day of MVPA during school (OR=1.75; p=.002). Implementation was negatively associated with students having a lack of effort in class (β=-.17; p=.042), and student MVPA was negatively associated with students being off task or inattentive in the classroom (β=-.17; p=.042). Students provided with 3-4 physical activity opportunities (classroom breaks, recess, PE, dedicated PE teacher) had ≈5 more min/day of school MVPA than students with no opportunities (B=1.53 min/opportunity; p=.002).
  
  
  CONCLUSIONS
  Implementing classroom physical activity breaks can improve student physical activity during school and behavior in the classroom. Comprehensive school physical activity programs that include classroom-based activity are likely needed to meet the 30 min/day school physical activity guideline.
authors: Children's Mercy Hospital, Center for Children's Healthy Lifestyles and Nutrition, 610 E. 22nd St., Kansas City, MO 64108, United States.
authors: Jordan A
authors: JA
authors: Carlson
authors: University of California, San Diego, 9500 Gilman Dr., La Jolla, CA 92093 United States.
authors: Jessa K
authors: JK
authors: Engelberg
authors: University of California, San Diego, 9500 Gilman Dr., La Jolla, CA 92093 United States.
authors: Kelli L
authors: KL
authors: Cain
authors: University of California, San Diego, 9500 Gilman Dr., La Jolla, CA 92093 United States.
authors: Terry L
authors: TL
authors: Conway
authors: University of California, San Diego, 9500 Gilman Dr., La Jolla, CA 92093 United States.
authors: Alex M
authors: AM
authors: Mignano
authors: University of California, San Diego, 9500 Gilman Dr., La Jolla, CA 92093 United States.
authors: Edith A
authors: EA
authors: Bonilla
authors: University of California, San Diego, 9500 Gilman Dr., La Jolla, CA 92093 United States.
authors: Carrie
authors: C
authors: Geremia
authors: University of California, San Diego, 9500 Gilman Dr., La Jolla, CA 92093 United States.
authors: James F
authors: JF
authors: Sallis
mesh_terms: D061725:Accelerometry / Q000295:instrumentation; D000328:Adult; D002140:California; D002648:Child; D015444:Exercise / Q000502:physiology* / Q000523:psychology; D005178:Faculty / Q000706:statistics & numerical data; D005260:Female; D006801:Humans; D008297:Male; D008875:Middle Aged; D010806:Physical Education and Training / Q000379:methods*; D012574:Schools
keywords: Children; Exercise; Low-income; School health