Activity Promotion Laboratory, Department of Exercise and Sport Science, East Carolina University, Greenville, NC, USA.
Prev Med. 2011 Jun;52 Suppl 1:S60-4. doi: 10.1016/j.ypmed.2011.01.026. Epub 2011 Jan 31.
The study's objective was to describe the measurement of on-task behavior and review the research on the effects of short physical activity breaks on attention-to-task in elementary school students, with a particular focus on a promising approach to improving on-task behavior with short bouts of physical activity in the classroom setting.
Procedures to directly observe attention-to-task were detailed. Published studies that measured attention-to-task in elementary school students following physical activity breaks were reviewed.
Direct measurement of attention-to-task is intensive and demanding on observers. Previous research on attention-to-task following physical activity breaks is sparse. The limited evidence suggests a small to moderate improvement on attention-to-task following physical activity breaks (Effect Sizes typically ranged from 0.13 to 0.60). Teachers can be trained in a relatively short time to effectively lead classroom-based physical activities. Students who participated in classroom-based physical activities that incorporate academic concepts demonstrated significantly better improvements (+8.3%) in attention-to-task than control group participants (-3.1%).
Attention-to-task is a variable that directly relates to concerns of classroom teachers. The limited available research has demonstrated moderate to good evidence that physical activity during the school day improves attention-to-task in elementary school students. Because of the positive effects of physical activity on attention-to-task, it is recommended that elementary school teachers consider implementing physical activity sessions throughout the school day in the form of recess and classroom-based physical activities.
本研究旨在描述课堂专注行为的测量方法，并综述关于短时间体育活动对小学生注意力的影响的研究，特别关注一种在课堂环境中通过短暂体育活动改善专注行为的有前景的方法。
详细介绍了直接观察注意力的程序。综述了测量小学生在体育活动休息后注意力的已发表研究。
直接测量注意力是密集且对观察者要求较高的。关于体育活动休息后注意力的先前研究很少。有限的证据表明，体育活动休息后注意力有较小到中等程度的提高（效应大小通常在 0.13 到 0.60 之间）。教师可以在相对较短的时间内接受培训，有效地领导课堂体育活动。参与融入学术概念的课堂体育活动的学生，其注意力的改善程度明显优于对照组学生（+8.3%），而对照组学生的注意力改善程度为-3.1%。
注意力是与课堂教师关注问题直接相关的变量。有限的现有研究表明，在上学日进行体育活动可以提高小学生的注意力，其证据为中等至良好。由于体育活动对注意力的积极影响，建议小学教师考虑在整个上学日以课间休息和课堂体育活动的形式实施体育活动。
