Web-based Activity Breaks: Impacts on Energy Expenditure and Time in Off-Task Behavior in Elementary School Children

dc.contributor.advisor Caputo, Jennifer
dc.contributor.author Huddleston, Holly Henry
dc.contributor.committeemember Barry, Vaughn
dc.contributor.committeemember Fuller, Dana
dc.contributor.department Health & Human Performance en_US
dc.date.accessioned 2017-05-26T17:30:55Z
dc.date.available 2017-05-26T17:30:55Z
dc.date.issued 2017-03-14
dc.description.abstract The purpose of study 1 was to characterize energy expenditure (EE) during academic subjects and activities during an elementary school day. Children in 2nd-4th grades (N = 33) wore the SenseWear Armband (SWA) for five school days to measure EE. Teachers’ logs were compared to SWA data to extract information about EE throughout the day. Energy expenditure was also compared among grades. After controlling for body mass, grade level was not a significant predictor of average daily caloric expenditure, F(2, 17.58) = 0.29, p = .75, ω2 = .05. When comparing activities throughout the day, relative rates of EE differed significantly, Wilks’ F(7, 23) = 52.2, p = .00, ηp2 = .94, with PE and recess having higher EE than academic subjects. When academic subjects were compared (math, science, language arts), relative rate of EE was also significantly different, Wilks’ F(2, 30) = 4.31, p = .02, ηp2 = .22. For the full sample, relative rate EE was higher in science than in language arts.
dc.description.abstract The integration of web-based activity-breaks (AB) into the school day was explored in the investigation for study 2. Specifically, the impact of 3-minute, web-based AB on EE and time off-task behavior in 2nd grade children was examined. Children (N = 38) in two classes wore a SWA for EE assessment and a modified version of the Behavioral Observation System in Schools was used to assess time off-task. Children participated twice in each of 4 conditions: control (CON), non-active breaks (NAB), one active break (1AB), and two active breaks (2AB). GoNoodle videos from the “Think About It” or “KooKoo Kangaroo” channels were used for the non-active and active breaks, respectively. Percent of time off-task was assessed prior to and following each condition. The number of AB significantly predicted EE, F(2, 68.47) = 25.85, p < .001 during the full instuctional period. The type of break (active or non-active) did not affect percent time off-task during the pre-break lesson, F (2, 163.05) = 1.23, p =.30, but NAB did reduce percent time off-task during the post-break lesson, F (2, 167.26) = 13.67, p < .001, compared to the control and NAB conditions. Intergrating web-based AB is an effective tool to increase EE and decrease time off-task in a 2nd grade classroom.
dc.description.degree Ph.D.
dc.identifier.uri http://jewlscholar.mtsu.edu/xmlui/handle/mtsu/5273
dc.publisher Middle Tennessee State University
dc.subject Activity break
dc.subject Children
dc.subject Energy expenditure
dc.subject School
dc.subject Time off-task behavior
dc.subject.umi Health sciences
dc.subject.umi Education
dc.thesis.degreegrantor Middle Tennessee State University
dc.thesis.degreelevel Doctoral
dc.title Web-based Activity Breaks: Impacts on Energy Expenditure and Time in Off-Task Behavior in Elementary School Children
dc.type Dissertation
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