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Educating the Student Body
results were found in Georgia, where 4th graders exhibited significantly
less fidgeting behaviors and significantly better on-task behaviors on days
when activity breaks were conducted (Jarrett et al., 1998). Finally, a meta-
analysis by Erwin and colleagues (2012) found that breaks increase the
frequency of physical activity behaviors and have positive learning out-
comes. It should be noted that the effect and benefits of classroom-based
physical activity breaks in preschool populations have not been thoroughly
investigated.
Policies That Affect Classroom Physical Activity Breaks
Classroom physical activity breaks are a relatively new approach to
promoting physical activity during the school day. Consequently, research
on policies that support or hinder the use of this approach is sparse. For
this approach to become more prevalent, supportive policies will be neces-
sary, an observation supported by the fact that just one in four U.S. public
elementary schools offered children and youth physical activity breaks
apart from physical education and recess during the 2009-2011 school
years (Turner and Chaloupka, 2012). Research clearly demonstrates the
important role of state laws and school district policies in promoting physi-
cal activity opportunities in schools. For example, schools are more likely
to meet physical education recommendations when state laws and school
district policies mandate a specific amount of time for physical education
classes (Slater et al., 2012; see also Chapter 5). Currently, few if any school
districts require that physical activity opportunities be provided throughout
the school day or within the classroom (Chriqui et al., 2010). Therefore,
research is needed to identify strategies for implementing classroom-based
physical activity breaks and providing teachers with the skills and confi-
dence necessary to engage students in these activities. In addition, questions
remain about the optimal duration, timing, and programming (e.g., types
of activities) for physical activity breaks (Turner and Chaloupka, 2012).
Barriers to Classroom Physical Activity Breaks
One factor that influences classroom physical activity breaks is com-
petition for time during the school day, arising from the need for schools
to meet the academic requirements of the No Child Left Behind Act (see
Chapter 5). As discussed above and in Chapter 4, however, the literature
clearly supports that classroom physical activity breaks are not only benefi-
cial in promoting physical activity in children and youth but also can occur
in the classroom without compromising learning and in fact improve aca-
demic performance and related classroom behaviors. In addition, research
has shown that using innovative curriculum change, such as Physical
Activity Across the Curriculum (Donnelly et al., 2009), can increase daily
Copyright © National Academy of Sciences. All rights reserved.
Educating the Student Body: Taking Physical Activity and Physical Education to School
Approaches to Physical Activity in Schools
269
physical activity and improve academic performance. Additionally, schools
often have a scarcity of resources related to staffing, teacher training,
funding, champions, and/or facilities for physical activity. Dwyer and col-
leagues (2003), for example, document the lack of facilities and equipment
for physical activity breaks. As a result of these barriers, it has been found
that, although teachers see the importance of physical activity breaks for
children’s health and development, they infrequently integrate movement
into the classroom (Parks et al., 2007).
From the literature, classroom physical activity breaks appear to be
heavily implemented in early childhood and elementary classrooms (CDC,
2010). Few if any classroom physical activity breaks appear to occur in mid-
dle and high school settings. The lack of physical activity breaks for this age
group may be due to the increased academic demands of testing, along with
difficulty of implementing breaks that target these older students. However,
classroom-based physical activity curricula are emerging at a rapid rate.
Programs available for purchase include Active and Healthy Schools activity
break cards, Promoting Physical Activity and Health in the Classroom activ-
ity cards, Energizers, and TAKE 10! Other resources for classroom physical
activity breaks are available at no cost to schools, such as Jammin’ Minute,
ABS for Fitness, Activity Bursts in the Classroom, Game On! The Ultimate
Wellness Challenge, and approximately 50 others. These resources can be
found through the Alliance for a Healthier Generation at www.healthier
generation.org. They provide an excellent starting point for teachers and
are flexible enough to be modified to meet the needs of specific classrooms.
Space is another concern for classroom teachers, who must consider
the safety of students. The classroom (e.g., desks and tables) needs to be
arranged to provide adequate open space for students to move during
physical activity breaks. Figure 6-1 shows the activity area/space available
in a traditionally organized classroom. Figures 6-2 and 6-3 show how the
classroom can be arranged to optimize the space for movement and physi-
cal activity.
Recess
One of the most common forms of physical activity break during the
school day is recess. Children can accumulate up to 40 percent of their daily
physical activity time during recess (Ridgers et al., 2006). Recess, according
to Pellegrini and colleagues (1995), is the time of day set aside for students
to take a break from their class work; engage in play with their peers; and
take part in independent, unstructured activities. Recess is most common in
elementary schools and is rare during the secondary years.
While separate and distinct from physical education, recess is an essen-
tial component of the total educational experience for elementary-age chil-
Copyright © National Academy of Sciences. All rights reserved.
Educating the Student Body: Taking Physical Activity and Physical Education to School
270
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