Low-Cost, Scalable Classroom-Based Approach to Promoting Physical Activity in Preschool Children.
作者： Shelly K McCrady Spitzer , Vanessa Sagdalen , Chinmay U Manohar , James A Levine
DOI: 10.21767/2572-5394.100008
关键词:
摘要: Background: This study examined the impact of short activity breaks in preschool children. The hypotheses were that children receiving three five-minute per day would increase (a) school time physical and (b) education scores compared to a control group not intervention. Methods: For 8 weeks, Intervention Group (n = 13) incorporated 5-minute into their classroom while Control 12) did incorporate breaks. Physical was measured using triaxial accelerometer. Education assessed standardized methods. Findings: After increased from 11,641 ± (SD) 1,368 Acceleration Units (AU)/hour 16,058 2,253 AU/hour (P < 0.001). (11,379 2,427 cf 11,624 2,441; ns). Students improved more than students (18 12 7 points, P 0.01); Letter Recognition particular (9 6 2 4 0.001). Conclusions: incorporation associated with learning.
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