Implementing classroom physical activity breaks: Associations with student physical activity and classroom behavior
Implementing classroom physical activity breaks: Associations with student physical activity and classroom behavior
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DOI：
10.1016/j.ypmed.2015.08.006
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发表时间：
2015-12-01
影响因子：
5.1
通讯作者：
Sallis, James F.
中科院分区：
文献类型：
--
作者：
Carlson, Jordan A.;Engelberg, Jessa K.;Sallis, James F.
客观的。探讨课堂体育活动休息时间与学生体育活动和课堂行为的关系。方法。加利福尼亚州的六个小学学区在 2013 年至 2014 年实施了课堂体育活动干预措施。在 24 所学校的两个时间点（均为干预后）评估了学生（N = 1322）在校期间通过加速度计测量的中度至剧烈体力活动（MVPA）以及教师（N = 397）的实施和课堂行为报告。混合效应模型考虑了嵌套数据。结果。活动休息时间/天与学生的 MVPA 呈正相关（beta s = .07-.14；ps = .012-.016）。在有活动休息的教室里的学生更有可能在学校期间获得 30 分钟/天的 MVPA（OR = 1.75；p = .002）。实施与学生在课堂上缺乏努力呈负相关（beta=-.17；p=.042），学生 MVPA 与学生在课堂上脱题或注意力不集中呈负相关（beta=-.17；p=.042）。获得 3-4 次体育活动机会（课堂休息、课间休息、体育、专门的体育老师）的学生比没有机会的学生每天的学校 MVPA 多出大约 5 分钟（B = 1.53 分钟/机会；p = .002）。结论。实施课堂体育活动休息可以改善学生在校期间的体育活动和课堂行为。可能需要包括课堂活动在内的全面学校体育活动计划，以满足每天 30 分钟的学校体育活动指南。 (C) 2015 Elsevier Inc. 保留所有权利。
Objective. To investigate the relation of classroom physical activity breaks to students' physical activity and classroom behavior.Methods. Six elementary-school districts in California implemented classroom physical activity interventions in 2013-2014. Students' (N = 1322) accelerometer-measured moderate-to-vigorous physical activity (MVPA) during school and teachers' (N = 397) reports of implementation and classroom behavior were assessed in 24 schools at two time points (both post-intervention). Mixed-effects models accounted for nested data.Results. Minutes/day of activity breaks was positively associated with students' MVPA (beta s = .07-.14; ps = .012-.016). Students in classrooms with activity breaks were more likely to obtain 30 min/day of MVPA during school (OR = 1.75; p = .002). Implementation was negatively associated with students having a lack of effort in class (beta=-.17; p=.042), and student MVPA was negatively associated with students being off task or inattentive in the classroom (beta = -.17; p=.042). Students provided with 3-4 physical activity opportunities (classroom breaks, recess, PE, dedicated PE teacher) had approximate to 5 more min/day of school MVPA than students with no opportunities (B = 1.53 min/opportunity; p = .002).Conclusions. Implementing classroom physical activity breaks can improve student physical activity during school and behavior in the classroom. Comprehensive school physical activity programs that include classroom-based activity are likely needed to meet the 30 min/day school physical activity guideline. (C) 2015 Elsevier Inc. All rights reserved.