Impact of 3 Years of Classroom Physical Activity Bouts on Time-on-Task Behavior.

Participation in classroom physical activity (PA) may improve time-on-task (TOT), however, the influence of sustained moderate-to-vigorous PA (MVPA) on TOT is unknown. Purpose: To explore the influence of classroom PA delivered with academic lessons on TOT, determine if the relationship between classroom PA and TOT differs by age, sex, race/ethnicity, weight or baseline fitness, and identify the influence of MVPA on TOT when controlling for demographic variables. Methods: Teachers in intervention schools were asked to deliver two, 10-minute PA lessons/day, 5 days/week. PA was observed in both intervention and control schools to determine the amount and intensity of PA. TOT was observed prior to and immediately following PA. Anthropometrics and fitness were assessed at baseline and end of the school year for 3 years. Multilevel modeling was utilized to estimate overall group difference, change over the study, and group difference in change while accounting for covariates. Results: Students who participated in PA lessons engaged in significantly more MVPA than those in the control schools in all three years (all p<.001 there was a significant linear increase in the percent of tot before pa lessons for both control and intervention groups over period with no group difference. spent significantly more following than group. time mvpa associated conclusion: results indicate that children who received participated those did not tot. these findings provide support classroom as means increasing elementary aged children. american college sports medicine>

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