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

Authors

  • Xrysa Sevdali University of Thessaly, Department of Physical Education and Sport Science
  • Nikolaos Digelidis University of Thessaly, Department of Physical Education and Sport Science
  • Spyridoula Vazou Department of Kinesiology, Iowa State University
  • Ioannis Syrmpas University of Thessaly, Department of Physical Education and Sport Science
  • Charalampos Krommidas University of Thessaly, Department of Physical Education and Sport Science

DOI:

https://doi.org/10.26253/heal.uth.ojs.ispe.2017.1497

Keywords:

classroom active breaks, enjoyment, goal orientations, motivation climate, active involvement

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.

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Published

2017-11-30

How to Cite

Sevdali Χ., Digelidis Ν., Vazou Σ., Syrmpas Ι., & Krommidas Χ. (2017). The Effect of Classroom Physical Activity Breaks on Psychosocial Variables of Elementary School Pupils. Inquiries in Physical Education and Sport, 15(2), 1–12. https://doi.org/10.26253/heal.uth.ojs.ispe.2017.1497

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