The Effect of Classroom Physical Activity Breaks on Psychosocial Variables of Elementary School Pupils

Abstract

The purpose of the present study was to investigate the effect of a program with classroom-based physical activity (PA) breaks on course fulfillment, behavioral and emotional engagement, behavioral and emotional dis-satisfaction, goal orientations, perceived motivational climate, anxiety of students in the last three grades of pri-mary school (4th, 5th and 6th grade). The survey involved 160 male students and 186 female students (Ν = 346), aged 10 to 12 years old (Μage = 11.32 ± .76). The experimental group (N = 130), participated in an intervention that included motor skill/physical activities in the classroom lasting for ten minutes for 8 weeks, whereas the control group (N = 216) continued to use the typical school schedule. Standardized questionnaires were com-pleted by the students before and after the implementation period. All scales had acceptable internal consistency indicators (α > .60). Analysis of covariance (ANCOVA) showed that there were statistically significant differ-ences between experimental and control group οn task orientation, mastery motivational climate, effort and en-joyment (p < .05). Experimental group had higher scores at the post-intervention measure compared to the con-trol group. On the contrary, there were no significant differences between experimental and control group on behavioral and emotional engagement, behavioral and emotional dissatisfaction, anxiety. In conclusion, the re-sults of the present study can form the basis for practical applications in the classroom courses and for future research in the area of school environment.