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dc.contributor.authorHowie, Erin
dc.contributor.authorNewman-Norlund, R.
dc.contributor.authorPate, R.
dc.date.accessioned2017-01-30T11:19:17Z
dc.date.available2017-01-30T11:19:17Z
dc.date.created2014-07-29T20:00:22Z
dc.date.issued2014
dc.identifier.citationHowie, 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.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/10518
dc.identifier.doi10.5993/AJHB.38.5.5
dc.description.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.

dc.publisherPNG Publications
dc.subjectschool
dc.subjectchildren
dc.subjectexercise
dc.subjectphysical activity
dc.titleSmiles count but minutes matter: Responses to classroom exercise breaks
dc.typeJournal Article
dcterms.source.volume38
dcterms.source.number5
dcterms.source.startPage681
dcterms.source.endPage689
dcterms.source.issn1087-3244
dcterms.source.titleAmerican Journal of Health Behavior
curtin.departmentSchool of Physiotherapy
curtin.accessStatusFulltext not available


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