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Am J Health Behav. 2014 Sep;38(5):681-9. doi: 10.5993/AJHB.38.5.5.

Smiles count but minutes matter: responses to classroom exercise breaks.

Author information

1
Postdoctoral Research Fellow, Curtin University, Perth, Western Australia, Australia. Erin.Howie@curtin.edu.au.
2
University of South Carolina, Columbia, SC, USA.

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

PMID:
24933137
DOI:
10.5993/AJHB.38.5.5
[Indexed for MEDLINE]

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