Real Time Surveillance and Object Tracking

Rane, Shantanu; Rane, Pranav; Panchal, Kiran; Phadke, Gargi

doi:10.1007/978-981-13-1423-0_15

Cited by 1 publication

(1 citation statement)

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“…Participants reported a range of situation‐specific subjective learning experiences (task enjoyment, perceived task difficulty, tiredness, positive and negative emotions) on 6‐point Likert scales, three times per classroom lesson and once after the PE lesson. The questionnaire included 11 items illustrated with emoji symbols (Rane, 2017) with responses from zero to five stars on the touch screen of a hand‐held tablet. In the context of this paper, only the results of affect and tiredness are presented.…”

Section: Methodsmentioning

confidence: 99%

Physical activity predicts task‐related behaviour, affect and tiredness in the primary school classroom: A within‐person experiment

Heemskerk

Strand

Malmberg

2022

Brit J of Edu Psychol

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Aim: We investigated the dose-response relationship between acute physical activity (PA) intensity during physical education (PE) lessons (dose), and task behaviour and learning experiences in the classroom after PE (response), and mediation effects of acute PA on-task behaviour via learning experiences. Method: A total of 78 children (M age = 9.30 years; 43 females) took part. Participants reported learning experiences (tiredness, positive and negative affect) during one afternoon per week for 6 weeks. Their task behaviour was observed (on-task, active off-task and passive off-task) during two classroom lessons. Between the classroom lessons, they took part in a PE lesson, with experimentally induced PA intensity (low, medium and high). Accelerometers were worn for 24 h leading up to and during every intervention afternoon. Participants completed self-reports three times per classroom lesson, both before and after PE. Intra-and interindividual differences in PA, task behaviour and learning experiences were analysed with multilevel structural equation models. Results: Moderate PA directly increased on-task behaviour and reduced passive off-task behaviour, whereas light PA increased active off-task behaviour and reduced on-task behaviour. We found no direct effects of vigorous PA or mediated effects of any PA intensity on-task-related behaviour.

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Section: Methodsmentioning

confidence: 99%