The Acute and Chronic Effects of GoNoodle Brain Breaks on Reading Fluency Among Elementary School Children

Authors

  • Hannah Wold Brigham Young University
  • Keven A. Prusak Brigham Young University
  • David C. Barney Brigham Young University
  • Carol Wilkinson Brigham Young University

DOI:

https://doi.org/10.18666/TPE-2023-V80-I2-11187

Keywords:

physical activity breaks, brain breaks, reading fluency

Abstract

There is growing evidence that increased physical fitness and physical activity (PA) rates are positively associated with academic achievement. Recent efforts toward Comprehensive School Physical Activity Programs (CSPAP) include the use of PA breaks during academic learning activities. This study examined the acute and chronic effects of PA breaks (via GoNoodle) on the reading fluency of 384 elementary school children. Reading scores (words per minute, reading accuracy, and words retold) increased significantly in certain chronic and acute conditions. Findings provide additional support of the growing body of research for the use of PA for enhancing academic achievement, specifically reading fluency.

Author Biographies

Hannah Wold, Brigham Young University

Wold is a second-grade teacher at Bonneville Elementary in Orem, Utah. She is pursuing a doctoral degree at Baylor University.

Keven A. Prusak, Brigham Young University

Associate Professor

Department of Teacher Education

David C. Barney, Brigham Young University

Associate Professor

Department of Teacher Education

Carol Wilkinson, Brigham Young University

Associate Professor

Department of Teacher Education

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Published

2023-03-06

Issue

Vol. 80 No. 2 (2023)

Section

Articles

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