A school-level randomized preliminary study of in-classroom physical activity breaks among fifth graders
Yanping Duan e outros, 2026 · Journal of Exercise Science and Fitness
Teacher-led 5-minute physical activity breaks three times daily improved fifth-graders' reading scores by 4.6 points after 12 weeks.
Estimativa · reading score (0-100 scale)
4,60 [1,50; 7,70]
points on reading score
p: < .001
- Desenho
- Experimento aleatório por conglomerados. School-level cluster RCT (2 schools, 7 classrooms)
- População
- Fifth-grade students in two government primary schools in Bandarawela Education Zone, Sri Lanka
- Amostra
- 220 · students across 2 primary schools (7 classrooms)
Onde está o número
Results > Intervention effects, paragraph 2
The estimated intervention effect at post-test was β = 4.6 [1.5, 7.7], confirming a positive intervention effect on reading performance.
Contexto
What changed: Implementation of brief, teacher-led in-classroom physical activity breaks (thrice daily, 5 minutes each for 12 weeks) using activity cards integrated with curriculum concepts. Comparison: Usual seated classroom instruction without physical activity breaks. Limits: Only two schools participated, limiting statistical power and cluster-level inference; potential unobserved school-level confounding cannot be ruled out.
Caminho no grafo
- FamíliaProvisão direta
- TipoProvisão de serviço público
- ResultadoAprendizado (proficiência em testes)
- EixoEducação
MAGI só cita evidência deste instrumento
Lugares do estudo
- Sri Lanka · País · LK
- Licença
- CC-BY
- Revisão
- Extraído por máquina, não revisadoExtraído por: gemini-3.8-flash, 2026-10-23