Physically Active Academic Lessons and Time on Task

Grieco, Lauren A.; Jowers, Esbelle M.; Bartholomew, John B.

doi:10.1249/mss.0b013e3181a61495

Cited by 139 publications

(193 citation statements)

References 16 publications

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“…Öğrencile-rin okula devamı ve konsantrasyonu artar ve sağlığı geliştirme davranışlarının benimsenmesi kolaylaşır (CDC 2012b). Çünkü fiziksel aktivitenin sınıf içi görev davranışını etkileyerek başarıyı artırdığı ve fiziksel aktivitenin daha iyi sınıf içi davranışlarla ilişkisi olduğu gösterilmiştir (Siedentop 2009, Grieco et al 2009. Bunun yanısıra akademik müfredat içine ilave edilen haftada 3 kez olmak üzere, günlük 30 dakika fiziksel aktivitenin akıcı zekâyı (hızlı ve kısa sonuca ulaşabilme) artırdığı ve sosyal çalışmaların başarı testlerindeki performansı geliştirdiği belirlenmiştir (Reed et al 2010).…”

Section: Benlik Saygısı Ruh Hali Ve Psikolojik İyilik Hali üZerine Eunclassified

Biopsychosocial Benefits of Physical Activity in Children and Adolescents

Meydanlioglu¹

2014

Psikiyatride Guncel Yaklasimlar - Current Approaches in Psychia

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ÖzetÇocuklarda fiziksel aktivite düzeyi son yıllarda giderek azalmaktadır. Fiziksel aktivitenin azalması, başta obezite olmak üzere pek çok kronik hastalığın erken yaşlarda görülmesine neden olmaktadır. Yaşam boyu fiziksel aktiviteye yeterli katılım ve normal kilonun korunması, obezite, kardiyovasküler hastalıklar, hipertansiyon, Tip II diyabet, akciğer ve kolon kanseri gibi birçok kronik hastalıktan korunmada oldukça etkilidir. Aynı zamanda kendine güvenin, benlik saygısının ve akademik başarı-nın artması ve depresyon belirtilerin azalması gibi önemli psikososyal yararları vardır. Bu nedenle bu çalışma çocuk ve ergenler ile çalışan meslek gruplarının ve ailelerin, fiziksel aktiviteninin çocuklar üzerindeki sağlık yararlarının yanı sıra, psikososyal yararları konusundaki farkındalığını arttırmak ve çocukların fiziksel aktivite düzeyini artırmaya yönelik öneriler sunmak amacıyla planlanmıştır.Anahtar sözcükler: Çocuk, fiziksel aktivite, biyopsikososyal. AbstractPhysical activity levels in children have been steadily decreasing in recent years. Reduced physical activity leads to numerous chronic diseases at an early age, particularly obesity. Lifelong participation in physical activity and maintenance of ideal bodyweight are highly effective in the prevention of chronic diseases such as obesity, cardiovascular diseases, hypertension, Type II diabetes, lung and colon cancers. At the same time physical activity increases self-confidence, self-esteem and academic achievement, and reduces symptoms of depression. Therefore, this study was designed to improve awareness of professional groups and families working with children and adolescents about physical activity benefits on children health, as well as psychosocial benefits and planned to offer suggestions for increasing physical activity levels of children.

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Section: Benlik Saygısı Ruh Hali Ve Psikolojik İyilik Hali üZerine Eunclassified

Biopsychosocial Benefits of Physical Activity in Children and Adolescents

Meydanlioglu¹

2014

Psikiyatride Guncel Yaklasimlar - Current Approaches in Psychia

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“…This is supported by empirical research, [3][4] [5][6] [7] etc. research demonstrates that physical education and physical activity help learners to learn actively, efficiently and interestingly by helping the learning mechanism.…”

Section: Introductionmentioning

confidence: 68%

The Influence of Timing Reconstruction Curriculum of Physical Education and Mathematics on the Brain Activation in Children

Roh¹,

Kyeonglae²,

An³

2017

AJEMR

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“…A handful studies have examined the impact of classroombased PA breaks on attention and concentration quantitatively and qualitatively [3,[19][20][21][22][23][24][25][26][27][28]. The studies have shown that the classroom-based PA can improve children's attention and concentration [19][20][21][22][23][24].…”

Section: Introductionmentioning

confidence: 99%

“…The studies have shown that the classroom-based PA can improve children's attention and concentration [19][20][21][22][23][24]. In a study of implementing daily 10-minute physically active academic lessons (Energizers) to 62 third-and four-grade students for 12 weeks, Mahar et al [23] found significant increases in on-task behaviors (i.e., appropriate verbal or motor behaviors) from pre-Energizers treatment to post-Energizers treatment.…”

Section: Introductionmentioning

confidence: 99%

“…Additionally, students in the energizer group took a significantly higher number of steps than the control group by the end of each day [23]. Similarly, in a study of implementing a daily 10-15 minutes physically active lesson (Texas I-CAN) to thirdgrade students, researchers observed each student's time-ontask (TOT) within 15-minute before and after the physically 2 BioMed Research International active lesson and the inactive lesson (control) for 16-22 times [24]. The study found that the students' TOT was increased slightly from before to after the active lesson, while the students' TOT was decreased significantly from before to after the inactive lesson.…”

Section: Introductionmentioning

confidence: 99%

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Impact Of Coordinated-bilateral Physical Activities On Attention And Concentration In School-aged Children

Chen¹,

Harris²

2018

Medicine &Amp; Science in Sports &Amp; Exercise

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properly cited.Purpose. This study examined the effects of 4-week, daily 6-minute coordinated-bilateral physical activity (CBPA) breaks in classroom on attention and concentration in school-aged children. Methods. Participants (n=116) in fifth grade from two elementary schools were assigned to three groups: two intervention groups (n= 60) and one control group (n = 56). All three groups were preand post-tested with the d2 Test of Attention (d2 test). One intervention group (n = 31) took part in six minutes of daily classroombased coordinated-bilateral physical activity (CBPA) break for four weeks. Another intervention group (n = 29), the Fitbit Only (Fitbit-O), wore Fitbits per day during a school, five days per week for four weeks without CBPA breaks. A 2 × 3 ANOVA was conducted, followed by the post hoc comparisons. Results. The CBPA showed significant increases in processing speed ( 1 = 6.876, p = .010), focused attention ( 1 = 10.688, p = .002), concentration performance ( 1 = 26.46, p = .000), and attention span ( 1 = 14.090, p = .000) over the control, but not in accuracy (Error %). The CBPA showed significant improvement in concentration performance ( 1 = 24.162, p = .000) and attention span ( 1 = 6.891, p = .011), compared to the Fitbit-O. No significant changes in all five attention parameters were found between the Fitbit-O and the control. Conclusion. It was concluded that daily brief coordinated-bilateral activities can improve attention and concentration in fifth-grade students over the course of four weeks.

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Physically Active Academic Lessons and Time on Task

Abstract: Physically active classroom lessons provide a buffer to prevent the steep reduction in TOT experienced after a period of inactivity in all children, especially those who are overweight.

Cited by 139 publications

References 16 publications

Biopsychosocial Benefits of Physical Activity in Children and Adolescents

Biopsychosocial Benefits of Physical Activity in Children and Adolescents

The Influence of Timing Reconstruction Curriculum of Physical Education and Mathematics on the Brain Activation in Children

Impact Of Coordinated-bilateral Physical Activities On Attention And Concentration In School-aged Children

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