Classroom active breaks: a feasibility study in Southern Italy

2019 ◽  
Vol 35 (2) ◽  
pp. 373-380 ◽  
Author(s):  
Patrizia Calella ◽  
Caterina Mancusi ◽  
Pierluigi Pecoraro ◽  
Serena Sensi ◽  
Carmelina Sorrentino ◽  
...  
Keyword(s):  
Primary School ◽  
School Curriculum ◽  
Potential Effect ◽  
Primary School Children ◽  
School Time ◽  
Exercise Breaks ◽  
Vigorous Intensity ◽  
Active Breaks ◽  
Positive Effect ◽  
Classroom Time

Abstract Though classroom time has been identified as a contributing factor to sedentary behavior, school has been recognized as the main educational setting providing physical activity (PA) opportunities. The purpose of this study was to develop and evaluate the feasibility of a classroom-based intervention which integrates PA during the school time, and assess its potential effect on reducing inactivity in primary school children. The intervention was performed in a sample of 47 children attending a primary school in the south of Italy and it was structured in two sessions of classroom active breaks (CABs) in three school days a week, shared with and supervised by the teachers. CABs showed an overall potential positive effect on the reduction of inactivity of ∼12 min and an equivalent increase in PA levels, of which 5 min were of moderate/vigorous intensity. Girls showed lower time spent in light and moderate PA and higher amount of inactivity than boys and responded better to the intervention. The satisfaction of children and teachers was high. CABs program is a safe tool to reduce inactivity and increase moderate/vigorous PA. Designing structured exercise breaks adapted in a flexible way to meet the needs of the school curriculum program may increase the feasibility of such PA program in the schools.

scholarly journals Peculiarities of Agility Development in Children of Primary School Age in Groups of the Extended Day

2021 ◽  
Vol 1 (2 (340)) ◽  
pp. 168-178
Author(s):  
Svitlana Gvozdetska ◽  
◽  
Petro Rybalko ◽  
Liudmyla Prokopova ◽  
Oksana Dubynska ◽  
...  
Keyword(s):  
Physical Education ◽  
Primary School ◽  
School Curriculum ◽  
Primary School Children ◽  
School Age ◽  
Fitness Level ◽  
Extended Day ◽  
Primary School Pupils ◽  
Primary School Age ◽  
Positive Effect

The article is devoted to the study of the problem of agility development in children of primary school age at physical education classes in extended day groups. The aim of the article is to develop and experimentally substantiate the methodology of developing agility in children of primary school age in groups of extended day by means of moving games. To achieve this goal, the following research methods were used: analysis of scientific and methodological literature, pedagogical observation, testing the level of agility, pedagogical experiment, methods of mathematical statistics. In the process of studying and analyzing the scientific and methodological literature, it has been determined that the additional use of moving games at physical education classes in extended day groups has a positive effect on the development of agility in primary school pupils. Also, the analysis of existing programs and methods for conducting physical education classes in extended day groups showed that they are small and outdated and need scientific justification. For a predetermined and targeted impact on the agility development in primary school pupils at physical education classes in groups of extended day was developed the author’s methodology, which took into account: the content of the school curriculum in physical education for primary school children, age, gender, fitness level, pupils’ desire to attend physical education classes. To experimentally substantiate the developed methodology, a pedagogical experiment was conducted, the results of which indicate the effectiveness of the author’s methodology for the agility development in children of primary school age at physical education classes in extended day groups.

The Imola Active Breaks study: a new strategy in child public health to reduce sedentary

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
A Masini ◽  
S Marini ◽  
D Gori ◽  
M Montalti ◽  
M Lanari ◽  
...  
Keyword(s):  
Public Health ◽  
Primary School ◽  
Action Plan ◽  
Vigorous Physical Activity ◽  
Total Sample ◽  
Primary School Children ◽  
Control Group ◽  
Good Strategy ◽  
New Strategy ◽  
Active Breaks

Abstract Background Physical inactivity is worldwide considered one of the biggest public health problems of the 21st century. WHO recommended in children, at least 60 minute of Moderate Vigorous Physical activity (MVPA) per day, but low percentages comply with guidelines. Considering that children spend many hours at school, classroom is the ideal setting to increase their PA. Active Breaks (AB) are a 5-15-minute bouts of PA led by the teachers during academic lessons. The aim of the Imola AB study is to implement a 1-year intervention based on AB (10min/3per-day) in primary school as a new strategy to reduce inactivity. We present the baseline results. Methods Quasi-experimental pre-post study in 6-10aged primary school children, in Imola(Italy).We evaluated PA level with Actigraph accelerometers: time (in minutes) spent in MVPA Weekly and Daily (W-MVPA; D-MVPA) and Weekly Sedentary behaviours (W-SB). Results We recruited 152 children: N = 110 in Active Breaks experimental group (AB) and N = 42 in control group (CG). Actigraph's analysis showed that 42,5% of children in the ABG vs 31.0% in the CG reach the WHO recommendation (p=ns). We investigated baseline differences between groups using ANOVA dividing children by grade. In 3-4 grades: W-MVPA (AB = 318.3±15.5 vs CG = 310.4±98.0 p = 0.78); D-MVPA (AB = 53.0±20.3 vs CG = 51.8±16.3 p = 0.79);W-SB (AB = 6,687.5±375.3 vs CG = 6,754.7±281.0 p = 0.45). In 1grade: W-MVPA (AB = 376.1±127.9 vs CG = 300.3±120.0 p = 0.02); D-MVPA (AB = 62.7±21.3 vs CG = 50.0±20.0 p = 0.02); W-SB (AB = 6,436.0±496.0 vs CG = 6,373.3 ±1,532.0 p = 0.7). Conclusions Only the 39.2% of the total sample met the 60-minute/day of MVPA recommended. We found no significant baseline differences in PA level measured by Actigraph between CG and AB, excepted in 1 grade. The intervention implemented in the Imola AB study could be a good strategy to reduce sedentary in children and reach the WHO recommendation, thus contributing to the aims of the new Global Action Plan on PA 2018-2030. Key messages Less than 50% reach the WHO recommendations of PA. AB implemented in the Imola Study could be a public health school-based strategy to reduce sedentary and increase healthy behavior in children. Active breaks (AB) are emerging as a good strategy to increase the PA level, reducing the time in sedentary habits.

scholarly journals Classroom Standing Desks and Time-Series Variation in Sedentary Behavior and Physical Activity among Primary School Children

2019 ◽  
Vol 16 (11) ◽  
pp. 1892 ◽  
Author(s):  
Tetsuhiro Kidokoro ◽  
Yasuo Shimizu ◽  
Kanako Edamoto ◽  
Michael Annear
Keyword(s):  
Physical Activity ◽  
Time Series ◽  
Primary School ◽  
Sedentary Behavior ◽  
School Children ◽  
Primary School Children ◽  
Control Group ◽  
School Time ◽  
Intensity Physical Activity

The purpose of the present study was to examine the effects of height-adjustable standing desks on time-series variation in sedentary behavior (SB) among primary school children. Thirty-eight children aged 11–12 years (22 boys and 16 girls) from two classes at a primary school in Nagano, Japan, participated in this study. One class was allocated as the intervention group and provided with individual standing desks for 6 months, and the other was allocated as the control group. Time spent in SB, light-intensity physical activity (LPA), and moderate-to-vigorous-intensity physical activity (MVPA) was measured using accelerometers (ActiGraph) at baseline and follow-up. Time spent in SB was significantly lower by 18.3 min/day on average in the intervention class at follow-up (interaction effects: F(1, 36) = 4.95, p = 0.035, η2 = 0.082). This was accompanied by a significant increase in time spent in MVPA (+19.9 min/day on average). Our time-series analysis showed significant decreases in SB during school time, while no change in SB was found during non-school time. This result indicates that the use of standing desks promotes an overall reduction in SB with no compensatory increase during non-school time.

scholarly journals STUDY ON THE IMPORTANCE OF EXTRACURRICULAR SPORTS ACTIVITIES REGARDING THE DEVELOPMENT OF MOTOR QUALITIES IN PRIMARY SCHOOL CHILDREN

2021 ◽  
Vol 14(63) (1) ◽  
pp. 141-148
Author(s):  
R.M. BURLUI ◽  
◽  
M.G. POSTELNICU ◽  
D.A. IORDAN ◽  
◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Children ◽  
Wide Spectrum ◽  
The Elderly ◽  
School Curriculum ◽  
Physical Activities ◽  
Advanced Technology ◽  
Primary School Children ◽  
Sports Activities

In the age of modern and advanced technology, it is observed that sedentarism is characteristic to occupy a wide spectrum of the population from children to the elderly. As for children, they are no longer active when we talk about physical activity both during school hours, but especially in their free time. In this context, the school must encourage the active participation of students in physical activities during the classes included in the school curriculum and after, by offering an attractive variety of extracurricular sports aimed at motivating students, especially those in primary school.

scholarly journals FORMATION OF MUSIC AND PEDAGOGICAL EXPERIENCE OF MUSIC ART TEACHERS GENERAL EDUCATIONAL INSTITUTIONS

2020 ◽  
Vol 1 (190) ◽  
pp. 56-62
Author(s):  
Volodymyr Сherkasov ◽  
Keyword(s):  
Primary School ◽  
School Curriculum ◽  
Educational Process ◽  
Primary School Children ◽  
Primary School Students ◽  
School Students ◽  
Teacher Student ◽  
Music Lessons ◽  
Compositional Styles ◽  
The Impact

The article proves the possibility of forming the ability to understand music by primary school students. The influence of program works of the school program on the perception and understanding of music of different genres is proved by concrete examples. The educational influence of works of musical art on the formation of the artistic and emotional sphere of personality is proved. The formation of the ability to understand works of music by primary school students occurs in a certain sequence based on teacher-student interaction, both in music lessons and during extracurricular work on artistic and aesthetic education of primary school children. The collective type of creativity, inherent in the assimilation of the values of musical art, obliges the subjects of the educational process to comply with certain requirements for the organization of joint activities. In accordance with modern music-pedagogical technologies, which enable the effectiveness of the learning process, there are certain requirements for the perception of works of music of different genres and compositional styles provided by the school curriculum. Thus, the quality of the impact of music on primary school students depends on certain factors. Because, according to the school curriculum, music lessons are united by a common theme, which makes it possible to organize work with children in such a way as to give first-graders the opportunity to talk about their favorite music. To do this, prepare and ask the class a few questions, such as: remember what songs you sang or heard from radio and television programs that focused your attention and you liked ?; what song do you dream to sing ?; what dance music do you like Such a conversation should take place in a friendly atmosphere, and children's responses should be supported and evaluated positively. The teacher's tolerant attitude to any thoughts, feelings and expressions of students gives the child confidence in their own abilities, determination and activity in further work.

scholarly journals Nutrition Education in the Australian New South Wales Primary School Curriculum: Knowledge and Attitudes of Students and Parents

Children ◽  
2020 ◽  
Vol 7 (4) ◽  
pp. 24
Author(s):  
Nienke de Vlieger ◽  
Jolien van Rossum ◽  
Nicholas Riley ◽  
Andrew Miller ◽  
Clare Collins ◽  
...  
Keyword(s):  
Primary School ◽  
Nutrition Education ◽  
Eating Habits ◽  
School Curriculum ◽  
School Nutrition ◽  
Nutrition Knowledge ◽  
Portion Size ◽  
Primary School Children ◽  
Sorting Task ◽  
Structured Interviews

In NSW, Australia, the views of primary-school aged children and their parents in regard to the importance of nutrition education at school are unclear. The aim of the current study was to explore children’s knowledge of nutrition and eating habits and to identify gaps that future school nutrition education programs could target. Students aged 9 to 12 years and their parents (n = 21 dyads) were invited to participate in semi-structured interviews, complete a nutrition knowledge questionnaire, and perform a “healthy-unhealthy” food sorting task in a University food laboratory. Among the children, nutrition knowledge scores concerning “serves & portions” of common foods were lowest, identifying a gap in knowledge related to portion size. All children categorized fruits, vegetables, cola, and water correctly as “healthy” or “unhealthy” in the sorting task, but not for the sausage and muesli bar, suggesting that further support categorising processed foods may be needed. The interviews indicated that parents do actively try to teach their children about nutrition, although they reported feeling uncertain about their own level of nutrition knowledge. Children and parents indicated that there is very little nutrition education in school and more is needed. This research could be used to inform future curriculum components related to nutrition education for primary school children.

scholarly journals Methods of Development of Physical Qualities in Primary School Students by Means of Moving Games

2021 ◽  
Vol 2 (2 (340)) ◽  
pp. 240-251
Author(s):  
Lina Rybalko ◽  
◽  
Keyword(s):  
Primary School ◽  
Positive Emotions ◽  
Primary School Children ◽  
Primary School Students ◽  
School Students ◽  
Child's Play ◽  
Active Motor ◽  
Motor Actions ◽  
Primary School Age ◽  
Positive Effect

The article is devoted to the research of the problem of development of physical qualities in pupils of primary school age by means of mobile games. The aim of the article is to analyze the scientific literature on the researched problem and to reveal the methods of development of physical qualities in primary school students by means of moving games. Physical, or motor, qualities are explained as indicators of the child's mobility. Their development occurs continuously during the growth and development of the child, but unevenly. Active motor activity promotes faster, and most importantly – more harmonious maturation of morphological structures and functional systems of the student's body. With the help of physical exercises and moving games, you can actively influence the process of development of physical qualities of the student, to manage their development. Carrying out a comprehensive approach to the formation of physical qualities of primary school children, it is necessary to pay attention to the development of speed, agility, endurance and flexibility, ie those qualities that are most actively developed in primary school students. A significant place in the child's play activities are occupied by games in which various motor actions in the form of walking, running, jumping, etc. are performed. Moving game is defined as one of the main means and methods of physical education and is used mainly at the stage of consolidation and improvement of motor skills. Its value lies in the fact that the mobile game evokes positive emotions, feelings of satisfaction, cheerfulness, activity, has a positive effect on the mental and physical development of the preschooler, contributes to the enrichment of motor experience of students. The purpose of moving games is to develop physical perfection in the form of physical qualities, strengthen health and shape the personality of students. A method of developing physical qualities in primary school students based on the use of moving games has been developed.

scholarly journals A Multiple Targeted Research Protocol for a Quasi-Experimental Trial in Primary School Children Based on an Active Break Intervention: The Imola Active Breaks (I-MOVE) Study

2020 ◽  
Vol 17 (17) ◽  
pp. 6123
Author(s):  
Alice Masini ◽  
Marcello Lanari ◽  
Sofia Marini ◽  
Alessia Tessari ◽  
Stefania Toselli ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Classroom Behavior ◽  
Primary School Children ◽  
World Health ◽  
Sedentary Behaviors ◽  
New Public Health ◽  
Quasi Experimental ◽  
Active Breaks

Background: Children and adolescents should perform, according to the World Health Organization guidelines, at least 60 min of moderate-to-vigorous physical activity per-day in order to avoid the risk of metabolic and cardiovascular diseases. The school represents a fundamental setting to conduct interventions to promote physical activity (PA) and contrast sedentary behaviors. Active breaks (ABs), bouts of 10 min of PA conducted inside the classroom, seem to be a good strategy to promote PA and improve classroom behavior. The aim of this study protocol is to describe the design and the assessment of the Imola Active Breaks I-MOVE study. Methods: The I-MOVE study is a school-based intervention trial, with a quasi-experimental design, performed in a primary school. It involves one experimental-group performing the intervention, focused on ABs, and one control-group. Nine main outcomes are evaluated: PA and sedentary behaviors; health related fitness; motor control development; dietary patterns; anthropometric evaluation; sociodemographic determinants; cognitive function; time-on-task behavior and quality of life. Conclusions: Results from the I-MOVE study will help to clarify the effects of incorporating ABs in the Italian school curriculum as a new public health strategy and an innovative school model oriented to the well-being of children and teachers for the best quality of school life.

scholarly journals School Playground Facilities as a Determinant of Children’s Daily Activity: A Cross-Sectional Study of Danish Primary School Children

2012 ◽  
Vol 9 (1) ◽  
pp. 104-114 ◽  
Author(s):  
Glen Nielsen ◽  
Anna Bugge ◽  
Bianca Hermansen ◽  
Jesper Svensson ◽  
Lars Bo Andersen
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Children ◽  
Daily Physical Activity ◽  
Preschool Age ◽  
Activity Level ◽  
Primary School Children ◽  
Third Grade ◽  
Time Activity ◽  
School Time

Background:This study investigates the influence of school playground facilities on children’s daily physical activity.Methods:Participants were 594 school children measured at preschool (age 6 to 7 years) and 3 years later in third grade (518 children age 9 to 10 years) from 18 schools in 2 suburban municipalities in Denmark. Physical activity data were obtained using accelerometers. These were related to the number of permanent play facilities in school grounds and the school playground area (m2).Results:The number of play facilities in the school grounds was positively associated with all measures of children’s activity. In preschool every 10 additional play facilities the children had access to was associated with an increase in the average accelerometer counts of 14% (r = .273, P < .001) in school time and 6.9% (r = .195, P < .001) overall. For the children in third grade, access to 10 additional play facilities was associated with an increase in school time activity level of 26% (r = .364, P < .001) and an increase in overall activity level of 9.4% (r = .211, P < .001). School playground area did not affect activity levels independently of the number of permanent play facilities.Conclusion:Increasing the number of play facilities in primary school playgrounds may increase the level of children’s daily physical activity.

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