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    Smiles count but minutes matter: Responses to classroom exercise breaks

    Access Status
    Fulltext not available
    Authors
    Howie, Erin
    Newman-Norlund, R.
    Pate, R.
    Date
    2014
    Type
    Journal Article
    
    Metadata
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    Citation
    Howie, E. and Newman-Norlund, R. and Pate, R. 2014. Smiles count but minutes matter: Responses to classroom exercise breaks. American Journal of Health Behavior. 38 (5): pp. 681-689.
    Source Title
    American Journal of Health Behavior
    DOI
    10.5993/AJHB.38.5.5
    ISSN
    1087-3244
    School
    School of Physiotherapy
    URI
    http://hdl.handle.net/20.500.11937/10518
    Collection
    • Curtin Research Publications
    Abstract

    Objectives: 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 4th- and 5th-grade students (N = 96). Students participated in 5-, 10-, and 20-minute exercise breaks and 10minutes of sedentary activity. In an additional exploratory analysis, videotapes 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.

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