Smiles count but minutes matter: Responses to classroom exercise breaks
|dc.identifier.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.|
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.
|dc.title||Smiles count but minutes matter: Responses to classroom exercise breaks|
|dcterms.source.title||American Journal of Health Behavior|
|curtin.department||School of Physiotherapy|
|curtin.accessStatus||Fulltext not available|