Author: Becky Lola Brown
Publisher:
ISBN:
Category : Attention
Languages : en
Pages : 72
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Book Description
The purpose of this research was to determine the effect that physical activity had on student engagement and disruptive behavior in a classroom of fourth grade students. Participants were observed for three weeks during the Math block and the co-investigator monitored for engagement and disruptive behavior with no physical activiy for baseline data. During the intervention phase, students added physical activity into their instructional block and were observed for five weeks. The activity was short (30 seconds) and frequent (every ten minutes). Finally, the author took away the physical breaks and monitored the students' behavior for another three weeks of post-intervention data collection. The study aimed to improve students' engagement during class, while cutting down on the number of disruptions that occur in the class. Observations by the co-investigator will provide insight as to the effectiveness of this method. Data illustrated that negative behaviors decreased rapidly during the intervention and returned with large increases post-intervention. After the eleven week study was finished the researcher immediately began the brain breaks in class and saw an improvement of class behavior.
Author: Olivia Rose Mulligan
Publisher:
ISBN:
Category : Behavior disorders in children
Languages : en
Pages : 52
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Book Description
Disruptive behaviors in the classroom have a negative impact on academic engagement and are related to teacher burnout (Abel & Sewell, 1999). Antecedent-based interventions have been shown to be effective in reducing disruptive behaviors (Watson, Timperio, Brown, Best, & Hesketh, 2017) without the need to interrupt academic instruction (Rosenthal-Malek & Mitchell, 1997). Physical activity is an example of an effective antecedent intervention (Lang, et al., 2010), however its efficacy may be related to the type of physical activity (Kern, Koegel, & Dunlap, 1984). The purpose of this study was to evaluate the effect of pre-class physical activity on disruptive classroom behaviors and assess whether choice of physical activity increases the efficacy of this intervention. A multiple-baseline with an embedded alternating treatments design was used. Results indicate pre-class physical activity was effective in reducing disruptive behavior and increasing academic engagement for two out three participants. Therefore, teachers should consider providing students with access to physical activity prior to academic instruction.
Author: Sean Daoust
Publisher:
ISBN:
Category :
Languages : en
Pages : 64
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Book Description
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: Colleen E. Commisso
Publisher:
ISBN: 9781088384831
Category : Mathematics
Languages : en
Pages : 108
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Book Description
Students with emotional and behavioral disorders have poor outcomes in school that continue after high school. One method to address the poor outcomes is to utilize interventions that increase student engagement. The purpose of this study was to evaluate the impact of an antecedent exercise intervention on the on-task behaviors, disruptive behaviors, and work completion of three adolescent students with emotional and behavioral problems using an alternating treatments design. Duration effects of the intervention were also evaluated. Heart rate monitors, worn across the intervention and observation conditions, assessed student heart rate and served as a proxy for measuring exercise level. Results indicated that moderate exercise increased on-task behavior displayed by all three participants and vigorous exercise, further increased on-task behavior displayed by two of the participants. In addition, there appeared to be an inverse relationship between heart rate and on-task behavior across the observation period. Implications and limitations are discussed.
Author: Cheryl Maykel
Publisher:
ISBN:
Category :
Languages : en
Pages : 116
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Book Description
Author: Jere E. Brophy
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 176
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Book Description
Author: Brooke Dewitt
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Converging evidence suggests moderate to vigorous physical activity (MVPA) has positive effects on cognitive performance. Most specifically bouts of MVPA have been shown to significantly improve cognitive efficiency and response inhibition in children. While these results are consistently observed in laboratory settings, the applications in applied settings remain unclear. This study examined the effects of high intensity exercise, low intensity exercise, and sedentary behavior on response inhibition and classroom on-task behavior following using a repeated measure crossover design. Two one-way ANCOVAs, using number of steps during activity as the covariate, were used to determine if there were any changes to the outcome measures. Results indicate that high intensity activity had a significant effect on successful inhibition of response {F (3, 129) = 3.746, p = 0.013} compared to low intensity and sedentary activity; there were no significant differences in classroom behavior as a result of the activity type {F (3, 147) = 2.544, p = 0.058}. These results provide more evidence that 20 min of MVPA has positive effects on a child's ability to withhold a behavioral impulse, or respond to a "stop" signal.
Author: Lavay, Barry
Publisher: Human Kinetics
ISBN: 145046579X
Category : Education
Languages : en
Pages : 296
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Book Description
Positive Behavior Management in Physical Activity Settings, Third Edition, offers creative ways to facilitate appropriate and responsible behaviors as well as to prevent and redirect disruptive behaviors.
Author: Mark Robert Ellner
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
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: Erin McLaughlin
Publisher:
ISBN:
Category :
Languages : en
Pages : 33
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Book Description
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.
