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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

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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
Language: English
Authors: van Stryp, Odelia (ORCID 0000-0002-8272-8147), Africa, Eileen (ORCID 0000-0002-6794-0887), Kidd, Martin (ORCID 0000-0002-4887-7296), Duncan, Michael J. (ORCID 0000-0002-2016-6580)
Source: Education 3-13. 2023 51(3):398-409.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 12
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 1
Primary Education
Descriptors: Elementary School Students, Grade 1, Physical Activities, Recess Breaks, Brain, Intervention, Motion, Psychomotor Skills, Class Activities, Foreign Countries, Physical Activity Level, Program Effectiveness
Geographic Terms: South Africa
DOI: 10.1080/03004279.2021.1973058
ISSN: 0300-4279
1475-7575
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 (six- to eight-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.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1382657
Database: ERIC
FullText Text:
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PubType: Academic Journal
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IllustrationInfo
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  Data: 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
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22van+Stryp%2C+Odelia%22">van Stryp, Odelia</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8272-8147">0000-0002-8272-8147</externalLink>)<br /><searchLink fieldCode="AR" term="%22Africa%2C+Eileen%22">Africa, Eileen</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6794-0887">0000-0002-6794-0887</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kidd%2C+Martin%22">Kidd, Martin</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4887-7296">0000-0002-4887-7296</externalLink>)<br /><searchLink fieldCode="AR" term="%22Duncan%2C+Michael+J%2E%22">Duncan, Michael J.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2016-6580">0000-0002-2016-6580</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Education+3-13%22"><i>Education 3-13</i></searchLink>. 2023 51(3):398-409.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 12
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  Data: 2023
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Activities%22">Physical Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Recess+Breaks%22">Recess Breaks</searchLink><br /><searchLink fieldCode="DE" term="%22Brain%22">Brain</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Motion%22">Motion</searchLink><br /><searchLink fieldCode="DE" term="%22Psychomotor+Skills%22">Psychomotor Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Class+Activities%22">Class Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Activity+Level%22">Physical Activity Level</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
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  Data: 10.1080/03004279.2021.1973058
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  Data: 0300-4279<br />1475-7575
– Name: Abstract
  Label: Abstract
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  Data: 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 (six- to eight-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.
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  Data: As Provided
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  Data: 2023
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  Label: Accession Number
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  Data: EJ1382657
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        Value: 10.1080/03004279.2021.1973058
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 398
    Subjects:
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Physical Activities
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      – SubjectFull: Recess Breaks
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      – SubjectFull: Brain
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      – SubjectFull: Motion
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      – SubjectFull: Psychomotor Skills
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      – SubjectFull: Class Activities
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Physical Activity Level
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: South Africa
        Type: general
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