Effects of a classroom-based program on physical activity and on-task behavior
Effects of a classroom-based program on physical activity and on-task behavior
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DOI：
10.1249/01.mss.0000235359.16685.a3
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发表时间：
2006-12-01
期刊：
影响因子：
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通讯作者：
Raedeke, Thomas D.
中科院分区：
文献类型：
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作者：
Mahar, Matthew T.;Murphy, Sheila K.;Raedeke, Thomas D.
目的：本研究旨在评估以教室为基础的体育活动计划对儿童在校体育活动水平和学业指导期间的任务行为的影响。方法：对243名在校大学生的体育活动情况进行调查。干预组学生（N = 135）接受了基于课堂的计划（即，增能剂）。对照组（N = 108）未接受Energizers。本研究以62名三年级（N = 37）与四年级（N = 25）学生为研究对象，观察他们在能量活动前后的学业指导行为。一个独立的组t检验比较了干预和控制班之间的学校体育活动水平。多基线跨教室设计被用来评估的有效性的Energizers上的任务行为。此外，双因素（时间[观察前vs观察后] x周期[基线vs干预]）重复测量方差分析比较了观察期之间的任务行为。用Cohen δ（ES）评价平均差异的幅度。结果如下：干预组学生在校步数（5587 ± 1633）显著高于对照组学生（4805 ± 1543）（P < 0.05），差异大小为中等（ES = 0.49）。干预对改善任务行为是有效的;在系统地实施能量剂后，任务行为得到了系统性的改善。在Energizer前后观察之间，任务行为的改善为8%，具有统计学显著性（P < 0.017），差异为中度（ES = 0.60）。同样，最不专注于任务的学生在参加Energizers活动后，其专注于任务的行为提高了20%。这种改善具有统计学显著性（P < 0.001）和有意义（ES = 2.20）。结论：一个以课堂为基础的体育活动计划是有效的，以增加日常在学校的体育活动，并提高在学术教学的任务行为。
Purpose: 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. Methods: 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). Results: 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). Conclusion: A classroom-based physical activity program was effective for increasing daily in-school physical activity and improving on-task behavior during academic instruction.