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Effects of Classroom-Based Energizers on Primary Grade Students' Physical Activity Levels

Catherine Goffreda Bailey, James Clyde DiPerna

Abstract


 

 The primary aim of this study was to determine the effects of classroom-based exercise breaks (Energizers; Mahar, Kenny, Shields, Scales, & Collins, 2006) on students' physical activity levels during the school day. A multiple baseline design across first grade (N = 3) and second grade (N = 3) classrooms was used to examine the effects of the Energizers program. Approximately 15 students per classroom had parental consent to participate. D-index effect sizes were calculated between baseline and intervention phases for each classroom. Classroom activity levels were graphed over time, and percentage of nonoverlapping data (PND) values were calculated between baseline and intervention phases for each classroom. Implementation of the Energizers program significantly increased participants' school-based steps, which were measured using accelerometer activity monitors. In addition, participating teachers indicated that Energizers did not adversely affect academic instructional time and planned to continue using Energizers activities in their classrooms beyond the study. 


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