Effects of a classroom-based program on physical activity and on-task behavior

M. Mahar, S. Murphy, D.A. Rowe, J. Golden, T. Shields, T. Raedeke

Research output: Contribution to journalArticle

334 Citations (Scopus)

Abstract

This study evaluated the effects of a classroom-based physical activity program on children's in-school physical activity levels and on-task behavior during academic instruction.

Physical activity of 243 students was assessed during school hours. Intervention-group students (N = 135) received a classroom-based program (i.e., Energizers). The control group (N = 108) did not receive Energizers. On-task behavior during academic instruction time was observed for 62 third-grade (N = 37) and fourth-grade students (N = 25) before and after Energizers activities. An independent groups t-test compared in-school physical activity levels between intervention and control classes. A multiple-baseline across-classrooms design was used to evaluate the effectiveness of the Energizers on on-task behavior. Additionally, a two-way (time [pre- vs postobservation] x period [baseline vs intervention]) repeated-measures analysis of variance compared on-task behavior between observation periods. Magnitudes of mean differences were evaluated with Cohen's delta (ES).

Students in the intervention group took significantly (P < 0.05) more in-school steps (5587 +/- 1633) than control-group students (4805 +/- 1543), and the size of this difference was moderate (ES = 0.49). The intervention was effective in improving on-task behavior; after the Energizers were systematically implemented, on-task behavior systematically improved. The improvement in on-task behavior of 8% between the pre-Energizers and post-Energizers observations was statistically significant (P < 0.017), and the difference was moderate (ES = 0.60). Likewise, the least on-task students improved on-task behavior by 20% after Energizers activities. This improvement was statistically significant (P < 0.001) and meaningful (ES = 2.20).

A classroom-based physical activity program was effective for increasing daily in-school physical activity and improving on-task behavior during academic instruction.
LanguageEnglish
Pages2086-2094
Number of pages9
JournalMedicine and Science in Sports and Exercise
Volume38
Issue number12
DOIs
Publication statusPublished - Dec 2006

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Exercise
Students
Control Groups
Analysis of Variance

Keywords

  • direct observation
  • energizers
  • multiple baseline design
  • pedometer
  • school-day physical activity

Cite this

Mahar, M. ; Murphy, S. ; Rowe, D.A. ; Golden, J. ; Shields, T. ; Raedeke, T. / Effects of a classroom-based program on physical activity and on-task behavior. In: Medicine and Science in Sports and Exercise. 2006 ; Vol. 38, No. 12. pp. 2086-2094.
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Effects of a classroom-based program on physical activity and on-task behavior. / Mahar, M.; Murphy, S.; Rowe, D.A.; Golden, J.; Shields, T.; Raedeke, T.

In: Medicine and Science in Sports and Exercise, Vol. 38, No. 12, 12.2006, p. 2086-2094.

Research output: Contribution to journalArticle

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