Impact of Short Duration Health & Science Energizers in the Elementary School Classroom

Autor/inn/en	Raney, Marcella; Henriksen, Adriel; Minton, Jessica; Lynch, Timothy Joseph
Titel	Impact of Short Duration Health & Science Energizers in the Elementary School Classroom
Quelle	In: Cogent Education, 4 (2017) 1, Artikel 1399969 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Raney, Marcella)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2017.1399969
Schlagwörter	Elementary School Students; Persistence; Time on Task; Kindergarten; Grade 1; Grade 2; Randomized Controlled Trials; Comparative Analysis; Health Education; Science Instruction; Knowledge Level; Student Behavior; Pretests Posttests; Observation; Intervention; Program Effectiveness; Physical Activities; Learner Engagement; Teaching Methods; Primary Education; Curriculum; Conventional Instruction; Questionnaires; Elementary School Teachers; Statistical Analysis; California + Suchen Sie Ihr Suchwort? Ausdauer; Zeitaufwand; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Wissensbasis; Student behaviour; Schülerverhalten; Beobachtung; Teaching method; Lehrmethode; Unterrichtsmethode; Primarbereich; Curricula; Lehrplan; Rahmenplan; Fragebogen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Statistische Analyse; Kalifornien
Abstract	Background: Acute physical activity breaks lasting 10--60 min have been related to positive effects on student focus and academic performance. The aim of this study was to evaluate the impact of repeated brief physical activity-infused academic lessons (1-5 min) on student retention and on-task behavior. Methods: One class from each K-2 grade level (N = 114) was randomly assigned to the control or experimental condition. Teachers introduced two health and science lessons lasting no more than 5 min every day for six weeks using the 1-Minute Energizer (experimental) or sedentary equivalent (control) curriculum. Student knowledge and behavior was assessed pre- and post-intervention with curriculum-specific oral quizzes and classroom observations. Results: Improvement in quiz performance with the intervention (+80.5 ± 12.4%; p < 0.001) was not different between groups (F(1, 89) = 0.05, p > 0.05) despite greater lesson time in control classrooms. Experimental students exhibited fewer disruptive behaviors (DB) and spent more time on-task (OT) post-intervention (DB: F(1,89) = 10.72, p = < 0.01; OT: F(1,89) = 5.56, p < 0.05). Conclusions: 1-Minute Energizers are an effective instructional tool for increasing health and science knowledge with the added benefits of improving student focus and providing more opportunities for physical activity participation. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01