Using GoNoodle to Introduce Health Concepts in the K–5 Classroom

Whitney, Elizabeth

doi:10.1080/08924562.2016.1182368

Cited by 4 publications

(2 citation statements)

References 4 publications

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“…It contains a series of videos either providing activity breaks or integrating grade-specific English-language arts, health, math, science, and social studies academic content that integrate various physical activities (e.g., dance, exercise, and yoga). Videos last for approximately 5–10 min, are set to music, led by avatars, and incorporate elements of social and emotional wellness to support child development [ 36 ]. For $99 per year, GoNoodlePlus offers additional videos, printable learning extensions that are directly related to video content, and online and printable assessments.…”

Section: Methodsmentioning

confidence: 99%

Elementary Classroom Teachers’ Self-Reported Use of Movement Integration Products and Perceived Facilitators and Barriers Related to Product Use

et al. 2020

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Movement integration (MI) products are designed to provide children with physical activity during general education classroom time. The purpose of this study was to examine elementary classroom teachers’ self-reported use of MI products and subsequent perceptions of the facilitators of and barriers to MI product use. This study utilized a mixed-methods design. Elementary classroom teachers (n = 40) at four schools each tested four of six common MI products in their classroom for one week. Teachers completed a daily diary, documenting duration and frequency of product use. Following each product test, focus groups were conducted with teachers to assess facilitators and barriers. MI product use lasted for 11.2 (Standard Deviation (SD) = 7.5) min/occasion and MI products were used 4.1 (SD = 3.5) times/week on average. Activity Bursts in the Classroom for Fitness, GoNoodle, and Physical Activity Across the Curriculum were most frequently used. Facilitators of and barriers to MI product use were identified within three central areas—logistics, alignment with teaching goals, and student needs and interests. Teachers were receptive to MI products and used them frequently throughout the week. When considering the adoption of MI products, teachers, administrators, and policy makers should consider products that are readily usable, align with teaching goals, and are consistent with student needs and interests.

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Section: Methodsmentioning

confidence: 99%

Elementary Classroom Teachers’ Self-Reported Use of Movement Integration Products and Perceived Facilitators and Barriers Related to Product Use

et al. 2020

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“…Just Dance is one popular resource freely available in video format via YouTube where participants mimic players’ dance moves for the duration of a popular song. Another resource is GoNoodle which is an online program targeted at families and educators and provides a variety of interactive movement breaks to use in the classroom or home [ 8 ].…”

Section: Introductionmentioning

confidence: 99%

Use of a Novel Theory-Based Pragmatic Tool to Evaluate the Quality of Instructor-Led Exercise Videos to Promote Youth Physical Activity at Home: Preliminary Findings

Beemer,

Tackett,

Schwartz

et al. 2023

IJERPH

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Background: Exercise videos that work to minimize cognitive load (the amount of information that working memory can hold at one time) are hypothesized to be more engaging, leading to increased PA participation. Purpose: To use a theory-based pragmatic tool to evaluate the cognitive load of instructor-led exercise videos associated with the Interrupting Prolonged Sitting with ACTivity (InPACT) program. Methods: Exercise videos were created by physical education teachers and fitness professionals. An evaluation rubric was created to identify elements each video must contain to reduce cognitive load, which included three domains with four components each [technical (visual quality, audio quality, matching modality, signaling), content (instructional objective, met objective, call-to-action, bias), and instructional (learner engagement, content organization, segmenting, weeding)]. Each category was scored on a 3-point scale from 0 (absent) to 2 (proficient). A video scoring 20–24 points induced low cognitive load, 13–19 points induced moderate cognitive load, and less than 13 points induced high cognitive load. Three reviewers independently evaluated the videos and then agreed on scores and feedback. Results: All 132 videos were evaluated. Mean video total score was 20.1 ± 0.7 points out of 24. Eighty-five percent of videos were rated low cognitive load, 15% were rated moderate cognitive load, and 0% were rated high cognitive load. The following components scored the highest: audio quality and matching modality. The following components scored the lowest: signaling and call-to-action. Conclusions: Understanding the use of a pragmatic tool is a first step in the evaluation of InPACT at Home exercise videos. Our preliminary findings suggest that the InPACT at Home videos had low cognitive load. If future research confirms our findings, using a more rigorous study design, then developing a collection of instructor-led exercise videos that induce low cognitive load may help to enhance youth physical activity participation in the home environment.

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Professional Development for Increased Classroom-based Physical Activity: Elements and Strategies to Reduce Barriers and Facilitate Implementation

Tompkins

Weikle

Keath

et al. 2019

Journal of Physical Education, Recreation & Dance

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Using GoNoodle to Introduce Health Concepts in the K–5 Classroom

Cited by 4 publications

References 4 publications

Elementary Classroom Teachers’ Self-Reported Use of Movement Integration Products and Perceived Facilitators and Barriers Related to Product Use

Elementary Classroom Teachers’ Self-Reported Use of Movement Integration Products and Perceived Facilitators and Barriers Related to Product Use

Use of a Novel Theory-Based Pragmatic Tool to Evaluate the Quality of Instructor-Led Exercise Videos to Promote Youth Physical Activity at Home: Preliminary Findings

Professional Development for Increased Classroom-based Physical Activity: Elements and Strategies to Reduce Barriers and Facilitate Implementation

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