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Examining the influence of teacher behavior and curriculum-based movement breaks |
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| Authors: | Alicia L Fedewa Colleen Cornelius Heather E Erwin Soyeon Ahn Claire Stai |
| Institution: | 1. Department of Educational, School, and Counseling Psychology, University of Kentucky, Lexington, Kentucky, USA;2. Department of Health Promotion and Kinesiology, University of Kentucky, Lexington, Kentucky, USA;3. Department of Educational Psychological Studies, University of Miami, Miami, Florida, USA |
| Abstract: | Little research has explored the impact of teacher behavior in the relationship between classroom movement breaks and student outcomes. The authors' primary purpose was to explore teacher behavior during classroom movement breaks to determine if teacher behavior served as a moderating variable in the relationship between physical activity and student achievement. The second major aim was to examine these relationships across two different types of movement breaks: (a) academic-content movement breaks and (b) aerobic-based movement breaks. Children (n = 466) in Grades 3–5 from four elementary schools served as participants in the study. Results found that teachers who encouraged students to move and teachers who moved themselves did not necessary have students with higher activity levels during the movement breaks. However, significant differences across the type of movement break provided were found. Implications and limitations are discussed. |
| Keywords: | Children exercise physical activity school |