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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: 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: 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: 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: Traci Lengel
Publisher: Corwin Press
ISBN: 1412979544
Category : Education
Languages : en
Pages : 177
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Book Description
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.
Author: Cheryl Kathleen Isaac
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
The problem under investigation in this mixed-methods study is the relationship between a morning physical activity intervention and subsequent student engagement in academic activities in an elementary school. The physical activity intervention was a fifteen minute period of hall walking and gym running for the entire school population at 9:05 a.m. The study participants included four randomly selected students in each of seven classrooms. Teachers and an educational assistant observed and recorded the students' levels of engagement at the same time period for eight consecutive school days without the morning physical activity followed by ten days with the physical activity. Interviews were also conducted with the teacher and educational assistant to provide more detailed information from their observations. Quantitative data analysis using a one-tailed paired t-test resulted in a finding of statistical significance. Qualitative data analysis also demonstrated increases in observed engaged behaviours after the activity condition. The merged data suggested that morning physical activity may result in increased engagement in subsequent academic activities.
Author: Russell R. Pate
Publisher: Human Kinetics
ISBN: 171821474X
Category : Active learning
Languages : en
Pages : 170
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Book Description
"This book provides practical and accessible physical activity ideas that both classroom and physical education teachers can use to encourage physical activity in the classroom"--
Author: Marcia L. Tate
Publisher: Corwin Press
ISBN: 1506338364
Category : Education
Languages : en
Pages : 249
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Book Description
Get Novelty Back Into The Classroom To Get Knowledge Into Students’ Brains! In this thoroughly updated third edition of Marcia Tate’s bestseller, you’ll learn about twenty definitive brain-compatible techniques to maximize retention and minimize forgetting in learners of all ages. Tate’s techniques are drawn from the latest neuroscientific research and learning style theory and are described step-by-step for immediate application in your classroom. Learn how to: Incorporate interactive fun to your existing lessons, including field trips, games, humor, and even music and rap Use graphic organizers and word webs to solidify lessons visually Facilitate innovative methods of project-based learning
Author: Judith Rink
Publisher: Human Kinetics
ISBN: 0736080600
Category : Education
Languages : en
Pages : 354
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Book Description
Schoolwide Physical Activity: A Comprehensive Guide to Designing and Conducting Programs offers K-12 teachers and administrators the tools to plan and administer programs that go beyond PE class. These activities are integrated in the classroom, on playgrounds, in before- and after-school programs, in intramural programs, and in community programs.
Author: Tiffany M. Fuller
Publisher:
ISBN:
Category : Body mass index
Languages : en
Pages : 139
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Book Description
"The purpose of this research study was to examine levels of physical activity participation in elementary-aged school children who participated in at least a weekly 40-minute physical education class. In doing so, the contribution of physical education classes to daily accumulated physical activity levels among children was determined. More specifically, this research study examined the amount of time children were physically active within forty minute physical education class sessions. This research study also described the types of activities in which children were involved in during and after school. Finally, the link between BMI and physical activity levels were examined. In particular, this study was guided by the following questions: 1. How is instructional time used in third-, fourth-, and fifth-grade physical education classes across three schools? Specifically, what are the mean percentages of time spent in (a) performing activity, (b) receiving information, (c) giving information, (d) waiting, (e) relocating, and (f) other. 2. What are the mean grade, school, and gender differences in physical activity levels and body mass indices of third-, fourth-, and fifth-grade students across three schools? 3. What are the various types of physical activities that third-, fourth-, and fifth grade students engage in outside of physical education classes across three schools? 4. What is the relationship between physical activity level and body mass index for third-, fourth-, and fifth-grade male and female students across three schools? The SBE form was used to describe the way that instructional time was used. Specifically, the SBE form was used to code what a student was doing during a physical education class. The student's behavior was coded according to six categories: (a) performs motor activity, (b) receives information, (c) gives information, (d) waits, (e) relocates, and (e) other (Anderson, 1980). The Yamax Digi Walker SW 200 (YX200) pedometers were utilized for this study to measure the number of steps that third, fourth-, and fifth-graders took during physical education classes on three separate class periods. The instrument used to identify the various types of "outside" activities that students were involved in was a modified form of the Physical Activity Questionnaire for Children (PAQ-C) (Kowalski, Croker, & Dosen, 2004). Lastly, the BMI served as indicator of obesity levels of students. BMI was determined by first obtaining a person's height and weight (Yauss, 2005). The height of each student using a standometer was recorded in centimeters and the weight was measured in kilograms using a digital scale (Health of Meter). The BMI was then determined by using the following formula: BMI=KM/M℗ø. Conclusions Based on this study's findings the following conclusions were made: 1. Overall, it was found that students spent less than half of their instructional time in being physically active. Much of the inactive time was spent listening to the teacher and waiting to engage in an activity. However, when grade level was considered the amount of motor activity somewhat increased. The increase was especially evident in the third- and fifth-graders. 2. Teachers differed in terms of the way they organized their instructional time. Woodson's teacher instructional time was organized in a way that more than half of the time was spent in non motor engaged activities. Students at Mercy and Richmond Elementary School spent the higher amounts of instructional time performing motor activity. 3. The third-graders at Richmond Elementary School spent the highest amount of instructional time in performing motor activity, while the fourth graders spent the least amount of time in performing motor activity. The third-graders and fifth-graders at Woodson Elementary School spent the highest amount of time in performing motor activity. The fifth-graders at Mercy Elementary School had the highest amount of time in performing motor activity. 4. Females at Richmond Elementary School spent the same amount of instructional time as males in performing motor activity. However, differences between male and females were more prevalent when examining individual schools. At Woodson Elementary School males spent a higher amount of instructional time in performing motor activity than females. Lastly, at Mercy Elementary School feales spent more instructional time than males and they both spent over half the instructional time in performing motor activity. s found that males took more average steps per minute than females. It was found that third graders took more steps per minute than the fourth- and fifthgraders. Lastly, it was found that students at Mercy received the highest among of steps per minute, while Richmond received the lowest. 6. It was found that a grade by school interaction was significant (p
Author: Robert J. Marzano
Publisher: Solution Tree Press
ISBN: 1935543121
Category : Education
Languages : en
Pages : 448
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Book Description
Student engagement happens as a result of a teacher’s careful planning and execution of specific strategies. This self-study text provides in-depth understanding of how to generate high levels of student attention and engagement. Using the suggestions in this book, every teacher can create a classroom environment where engagement is the norm, not the exception.
