Fedewa Alicia L, Fettrow Elizabeth, Erwin Heather, Ahn Soyeon, Farook Minnah
a University of Kentucky.
b University of Miami.
Res Q Exerc Sport. 2018 Jun;89(2):153-163. doi: 10.1080/02701367.2018.1431602. Epub 2018 Feb 23.
This study investigated the academic achievement and physical activity differences between types of activity breaks implemented in elementary school classrooms. This study evaluated whether there was a difference between the impact of purely aerobic-based movement breaks and the impact of academic-based breaks on children's academic achievement outcomes.
Participants included 460 children in 3rd grade through 5th grade at 4 elementary schools. There were 176 children in the schools that engaged in academic-based breaks and 284 in the schools that engaged in aerobic-only breaks. Schools were randomly assigned at the school level to implement either aerobic movement breaks with academic content infused within the breaks ("academic-based breaks") or aerobic-only movement breaks without the addition of academic material ("aerobic-only breaks") for approximately 10 min of activity per day. Math and reading achievement as well as children's step counts were measured before and after the intervention. A mixed-effects (multilevel-growth) model, in which the repeated measures of individuals nested within a classroom are analyzed, was used to answer all posited research questions.
Small to moderate effect sizes (ES) indicating gains in reading achievement (ES = .13) and steps (ES = .33) were found for classrooms that used aerobic-only movement breaks compared with those that used academic-based breaks.
The type of movement breaks that are implemented in classrooms may have differential outcomes for children's achievement and activity levels. Results from the present study indicate that children who were given aerobic-only movement breaks had slightly larger gains in reading achievement and physical activity levels than children who were given academic-based breaks.
本研究调查了小学课堂中实施的不同类型活动课间休息对学业成绩和身体活动的影响差异。本研究评估了单纯以有氧运动为主的课间休息与以学业为主的课间休息对儿童学业成绩的影响是否存在差异。
参与者包括4所小学3至5年级的460名儿童。参与以学业为主课间休息的学校有176名儿童，参与仅有氧运动课间休息的学校有284名儿童。学校在学校层面被随机分配，以实施在课间融入学业内容的有氧运动课间休息（“以学业为主的课间休息”）或不添加学业内容的仅有氧运动课间休息（“仅有氧运动课间休息”），每天约10分钟的活动时间。在干预前后测量数学和阅读成绩以及儿童的步数。使用混合效应（多层次增长）模型来回答所有提出的研究问题，该模型分析了嵌套在课堂内的个体的重复测量数据。
与采用以学业为主课间休息的教室相比，采用仅有氧运动课间休息的教室在阅读成绩（效应量=0.13）和步数（效应量=0.33）方面有小到中等程度的效应量增加。
课堂中实施的课间休息类型可能对儿童的成绩和活动水平产生不同的结果。本研究结果表明，与接受以学业为主课间休息的儿童相比，接受仅有氧运动课间休息的儿童在阅读成绩和身体活动水平上的提高略大。
