The Effect of Active Brain-Breaks during a Typical School Day on the in-school Physical Activity Patterns of Grade 1 Children in the Western Cape, South Africa

Odelia van Stryp; Eileen Africa; Martin Kidd; Michael Duncan

doi:10.1080/03004279.2021.1973058

The Effect of Active Brain-Breaks during a Typical School Day on the in-school Physical Activity Patterns of Grade 1 Children in the Western Cape, South Africa

Odelia van Stryp, Eileen Africa, Martin Kidd, Michael Duncan

Stellenbosch University

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1 Citation (Scopus)

182 Downloads (Pure)

Abstract

The aim of the current study was to investigate the impact of classroom-based physically active brain-breaks on the in-school activity levels of Grade 1 (6- to 8-years-old) learners (N=48) by comparing baseline results to the intervention PA patterns of the participants. Children wore Actigraphs accelerometers for five consecutive school days, and thereafter they participated in a six-week active brain-breaks [10-minute bouts of PA] intervention. On a typical school day, children spend an average of 106.2 ± 30.9 minutes in sedentary behaviour, 43.7 ± 13.7 minutes in moderate PA and 26.5 ± 13.6 minutes in vigorous PA. No differences were found between boys and girls. During the intervention the children’s sedentary behaviour decreased (100.1 minutes) and their vigorous PA increased (34 minutes). The results emphasise the importance of participation in daily FMS and PA in order to increase Grade 1s’ in-school PA patterns and decrease sedentary behaviour.

Original language	English
Pages (from-to)	398-409
Number of pages	12
Journal	Education Economics
Volume	51
Issue number	3
Early online date	30 Aug 2021
DOIs	https://doi.org/10.1080/03004279.2021.1973058
Publication status	Published - 3 Apr 2023

Bibliographical note

This is an Accepted Manuscript version of the following article, accepted for publication in [Education 3-13]. [van Stryp, O, Africa, E, Kidd, M & Duncan, M 2021, 'The Effect of Active Brain-Breaks during a Typical School Day on the in-school Physical Activity Patterns of Grade 1 Children in the Western Cape, South Africa', Education 3-13].

It is deposited under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited.

Keywords

Physical activity
sedentary
interventions
moderate-to-vigorous PA
monitor
physical activity patterns

ASJC Scopus subject areas

Education
Life-span and Life-course Studies

Access to Document

10.1080/03004279.2021.1973058

Post-PrintAccepted author manuscript, 744 KBLicence: CC BY

Cite this

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title = "The Effect of Active Brain-Breaks during a Typical School Day on the in-school Physical Activity Patterns of Grade 1 Children in the Western Cape, South Africa",

abstract = "The aim of the current study was to investigate the impact of classroom-based physically active brain-breaks on the in-school activity levels of Grade 1 (6- to 8-years-old) learners (N=48) by comparing baseline results to the intervention PA patterns of the participants. Children wore Actigraphs accelerometers for five consecutive school days, and thereafter they participated in a six-week active brain-breaks [10-minute bouts of PA] intervention. On a typical school day, children spend an average of 106.2 ± 30.9 minutes in sedentary behaviour, 43.7 ± 13.7 minutes in moderate PA and 26.5 ± 13.6 minutes in vigorous PA. No differences were found between boys and girls. During the intervention the children{\textquoteright}s sedentary behaviour decreased (100.1 minutes) and their vigorous PA increased (34 minutes). The results emphasise the importance of participation in daily FMS and PA in order to increase Grade 1s{\textquoteright} in-school PA patterns and decrease sedentary behaviour. ",

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The Effect of Active Brain-Breaks during a Typical School Day on the in-school Physical Activity Patterns of Grade 1 Children in the Western Cape, South Africa

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

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