Physical activity and behaviour in the school context : implications for structured and unstructured physical activity settings

摘要: Participation in physical activity play throughout the school day has been shown to foster improved classroom attention and behaviour among children (e.g., Jarrett et al., 1998; Pellegrini, & Davis, 1993); however, there is limited research examining influence of intact, unstructured periods, such as recess, on children's subsequent behaviours. Moreover, few studies have made behavioural comparisons within structured (i.e., Phys-Ed) recess) contexts. As such, 21 elementary ( M =10.14 years) were observed before, during, after recess well during a Physical Education class. Self- teacher-reported measures (BASC-2; Reynolds Kamphaus, 2004) short open-ended interview with also completed. Paired samples t-tests revealed no differences between frequency problem adaptive pre-recess post-recess classroom. well, patterns versus periods found. However, results indicated that displayed enhanced patterns, average, Phys-Ed compared periods. In addition, described positive negative themes relation similarities across These findings provide personnel practical information regarding setting.