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Smiles count but minutes matter: responses to classroom exercise breaks



Smiles count but minutes matter: responses to classroom exercise breaks



American Journal of Health Behavior 38(5): 681-689



To determine the subjective responses of teachers and students to classroom exercise breaks, and how responses varied by duration. This mixed-methods experimental study included focus groups with teachers (N = 8) and 4(th)- and 5(th)-grade students (N = 96). Students participated in 5-, 10-, and 20-minute exercise breaks and 10 minutes of sedentary activity. In an additional exploratory analysis, video-tapes of each condition were coded and compared for positive affect. Students and teachers discussed multiple benefits, but teachers discussed barriers to implementing regular breaks of 5-minutes or more. Students exhibited higher positive affect during each exercise condition. Classroom exercise breaks are an enjoyable way to increase physical activity, but additional support may be needed to encourage teachers to implement breaks of 5 minutes or longer.

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Accession: 055821004

Download citation: RISBibTeXText

PMID: 24933137

DOI: 10.5993/AJHB.38.5.5


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