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Abstract
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AIM: The aim was to evaluate the impact of a brief activity bout outside of the classroom on boys' attention and on-task behaviour in the classroom setting.
METHODS: Fifty eight males (mean age 11.2 ± 0.6 y) were recruited from a boys' elementary school in Adelaide, South Australia. A year 5 and year 6 class were randomly assigned to four weeks of a 10 min a day Active Lesson Break, followed by four weeks as the control (Passive Lesson Break - Reading). The remaining two classes completed the study in the reverse order. Attention was quantified using a computerised psychomotor vigilance task, and on-task behaviour by direct observation.
RESULTS: Neither the Active Lesson nor the Passive Lesson condition significantly affected sustained attention or on-task behaviour, and there were no significant differences between conditions.
CONCLUSION: There was no impact on participants' sustained attention or on-task behaviour after a short activity break between lessons. Brief activity breaks outside the classroom do not compromise participants' on-task behaviour or attention levels upon returning to the classroom, though improvement in these variables is not seen either. However, the results suggest that active breaks are effective for accruing moderate-to-vigorous physical activity without compromising classroom behaviours This article is protected by copyright. All rights reserved.
Language: en |