Exploring the Duration of the Effects of Classroom-based Physical Activity on Elementary Student Engagement PDF Download
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Author: Cheryl Maykel
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Author: Cheryl Maykel
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Author: Committee on Physical Activity and Physical Education in the School Environment
Publisher: National Academies Press
ISBN: 0309283140
Category : Medical
Languages : en
Pages : 503
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Book Description
Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking. The prevalence and substantial disease risk associated with physical inactivity has been described as a pandemic. The prevalence, health impact, and evidence of changeability all have resulted in calls for action to increase physical activity across the lifespan. In response to the need to find ways to make physical activity a health priority for youth, the Institute of Medicine's Committee on Physical Activity and Physical Education in the School Environment was formed. Its purpose was to review the current status of physical activity and physical education in the school environment, including before, during, and after school, and examine the influences of physical activity and physical education on the short and long term physical, cognitive and brain, and psychosocial health and development of children and adolescents. Educating the Student Body makes recommendations about approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment. This report lays out a set of guiding principles to guide its work on these tasks. These included: recognizing the benefits of instilling life-long physical activity habits in children; the value of using systems thinking in improving physical activity and physical education in the school environment; the recognition of current disparities in opportunities and the need to achieve equity in physical activity and physical education; the importance of considering all types of school environments; the need to take into consideration the diversity of students as recommendations are developed. This report will be of interest to local and national policymakers, school officials, teachers, and the education community, researchers, professional organizations, and parents interested in physical activity, physical education, and health for school-aged children and adolescents.
Author: Mandi Christine Rehn
Publisher:
ISBN:
Category : Exercise
Languages : en
Pages : 183
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Jenson's (1998) so called "factory model" is in question in K-12 public education today. It is hard to wrap your brain around this notion that one size fits all, and that if we just work hard enough we will produce students ready to take on our future. Students do not come to school ready to learn in the same ways, nor do they learn in the same ways. Engagement is key to students' interactions with learning and educators have spent decades trying to find out how to keep students engaged. Researchers like Jenson (1998), Gregory and Kaufeldt (2015), and Medina (2014) suggest that student's brains need physical movement for the brain to learn best. Furthermore, researchers Katz et al (2010), Trost and van der Mars (2009), and Pate et al (2006) suggest that movement is vitally important in the school setting for increased student learning. The overall purpose of this study is to contribute to the literature regarding how classroom-based fitness activities effect high poverty students' interactions with literacy and engagement. More specifically, the purpose is to better understand the experiences of first grade students and first grade high poverty students with classroom-based fitness activities, and how those experiences effect their engagement with reading and writing.This action research informed qualitative case study takes place in a large elementary school where qualitative research methods were used for data keeping and analysis. Through interviews of teachers, study team agendas, and student voice shown through drawings, the action research team was able to explore student engagement before, during, and after classroom-based interventions were implemented. The study found four overarching themes: engagement, movement, movement influences all, and teaming for learning. Implications for school systems include a need for increased professional development for educators working with high poverty students, socially just leadership through collaboration, and a focus on equity throughout the school system. Policy implications include a need for a deeper understanding of poverty and the poverty line and how it effects our students in the classroom, as well as policy referencing the need for movement in our school day.
Author: Mark Robert Ellner
Publisher:
ISBN:
Category :
Languages : en
Pages :
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The time that students are asked to sit in classrooms each day can exceed eight hours. With a higher emphasis on academic outcomes, due to legislation such as No Child Left Behind and Common Core, both of which put a high priority on the results of standardized tests, curricula not deemed traditionally academic such as art and physical education are often pushed to the side (Stevens-Smith, 2016; Donnelly & Lambourne, 2011). While little evidence suggests that increased academic time leads to improved test scores, what is known is that increased academic time leads to less physical activity during a student's education experience (Pangrazi, Beighle &Pangrazi, 2009; Blakemore, 2003). Current research suggests that there are multiple positive results that can be attributed to physical activity being incorporated into a student's academic experience. Hanaford (2005), found through brain scans that children learn best when active because of the neurons that facilitate learning and retention being stimulated. Stevens-Smith (2016) stated, "While children are physically moving, they are developing neurological foundations that assist with problem solving, language development, and creativity" (p. 723). This study looks to explore how physical activity within the classroom academic setting impacts student engagement. Through classroom observations and focus group interviews with upper elementary teachers from a midwestern elementary school, the results of this study will provide how students react to specific types of physical activities in terms of curriculum engagement, classroom behavior, and academic performance. The use of grounded theory as a theoretical framework will allow for this study to develop new theory to learn what and how physical activities used are the most effective at increasing student engagement. Through the extensive coding and analysis, 13 concepts were developed and further analyzed to create four main categories. Those categories led to the main storyline of this study. While the original focus of this study was to look at specific physical activities present in the classrooms, what was found was that a broader and more natural approach to introducing physical activity into the academic learning environment was most effective for the teachers in this study. This study revealed that through the use of a constant natural freedom of movement theory, teachers are able to effectively enhance student engagement through the use of physical activity as a teaching strategy within the academic learning environment. The study also presented that while a number of barriers are prohibitive to using physical activity in the academic learning environment, the teachers have an overwhelmingly positive perception of physical activity as a student engagement strategy. The teachers believe that the incorporation of physical activity into the classroom allows for individual learning opportunities and increased student engagement, which ultimately leads to a love of learning.
Author: Sean Daoust
Publisher:
ISBN:
Category :
Languages : en
Pages : 64
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ABSTRACT: The frequency and duration of physical activity (PA) can vary greatly from classroom to classroom and school to school. A majority of studies have shown a positive correlation between PA and student engagement and yet many elementary aged students experience low levels of PA and movement within the classroom. The purpose of this study was to examine if there existed a correlation between PA and student engagement and as a corollary, reduced disruptive behavior. The study included two groups of 3rd grade students comprised of 28 boys and 16 girls in an urban setting with a large percentage of students receiving free/reduced lunch. The PA sessions were daily, short-duration, and used specifically as a transition between lessons or brain break during long-duration sedentary periods. Data collection utilized a mixed methods design. Results of data analysis found a positive correlation between PA and student engagement with one group and an inverse relationship with the other. Results correlating PA and disruptive behavior were inconclusive for both groups.
Author: World Health Organization
Publisher: World Health Organization
ISBN: 9241514183
Category : Health & Fitness
Languages : en
Pages : 104
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Regular physical activity is proven to help prevent and treat noncommunicable diseases (NCDs) such as heart disease stroke diabetes and breast and colon cancer. It also helps to prevent hypertension overweight and obesity and can improve mental health quality of life and well-being. In addition to the multiple health benefits of physical activity societies that are more active can generate additional returns on investment including a reduced use of fossil fuels cleaner air and less congested safer roads. These outcomes are interconnected with achieving the shared goals political priorities and ambition of the Sustainable Development Agenda 2030. The new WHO global action plan to promote physical activity responds to the requests by countries for updated guidance and a framework of effective and feasible policy actions to increase physical activity at all levels. It also responds to requests for global leadership and stronger regional and national coordination and the need for a whole-of-society response to achieve a paradigm shift in both supporting and valuing all people being regularly active according to ability and across the life course. The action plan was developed through a worldwide consultation process involving governments and key stakeholders across multiple sectors including health sports transport urban design civil society academia and the private sector.
Author: Erin McLaughlin
Publisher:
ISBN:
Category :
Languages : en
Pages : 33
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Research shows that longer periods of moderate-intensity exercises increase student engagement in the classroom. There is little research examining the effects of a 1-minute period of high-intensity exercise embedded into structured times in the classroom. This study examined the effect of high-intensity exercise on student engagement during a small group literacy activity in a kindergarten classroom. The study implemented an A-B-A-B design across three participants. During intervention conditions, one-minute of high-intensity exercise was implemented before the literacy activity. Whole-interval recording was used to measure student engagement during the subsequent five minutes of literacy activity. High-intensity exercise was associated with elevated levels of engagement for each of the three participants.
Author: Steven A. Stolz
Publisher: Routledge
ISBN: 1000449785
Category : Education
Languages : en
Pages : 262
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Book Description
Notions of the body and embodiment have become prominent across a number of established discipline areas, like philosophy, sociology, and psychology. While there has been a paradigmatic shift towards this topic, there is a notable gap in the literature as it relates to education and educational research. The Body, Embodiment and Education addresses the gap between embodiment and education by exploring conceptualisations of the body and embodiment from interdisciplinary perspectives. With contributions from international experts in philosophy, sociology, and psychology, as well as emerging areas in related fields, such as embodied cognition, neuroscience, cognitive science, this book sets a new research agenda in education and educational research. Each chapter makes a case for expanding the field and adds to the call for further exploration. The Body, Embodiment and Education will be of great interest to academics, researchers and postgraduate students who are interested in the body and embodiment and/or its relationship with education or educational research.
Author: Veronica Macedo
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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In my first-grade classroom, I noticed a frequent lack of engagement whenever my students did not have access to physical activity outside of the classroom. To better understand the relationship between physical activity and my students' engagement during classroom lessons and activities, I began to wonder if intentional physical activity in the classroom could positively affect their engagement. As a result, the research question I sought to investigate was: How does intentional physical activity in the classroom affect first grade students' engagement in academic learning activities? The subquestions that were able to guide my research were: 1. To what extent are students engaged in academic learning activities on days when they have intentional physical activity in the classroom? 2. To what extent are students engaged in academic learning activities on days when they do not have intentional physical activity in the classroom? 3. What are first grade students' opinions of intentional physical activity in the classroom and its impact on their academic performance? The three major findings from my research suggest (1) intentional physical activity effects students' engagement during an academic activity, (2) positive student opinions of intentional physical activity in the classroom positively impacts students' engagement, and (3) positive student opinions of engagement during academic activity with and without intentional physical activity positively impacts students' engagement.
Author: Traci Lengel
Publisher: Corwin Press
ISBN: 1412979544
Category : Education
Languages : en
Pages : 177
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Drawing on cutting-edge research, this inspiring book shows how to integrate movement with classroom instruction, providing hundreds of activities that improve attention spans and student learning.
