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Objective:  We evaluated the feasibility of Pitt Moves, a classroom-based, peer-led physical activity break (PAB) intervention developed by graduate students to improve mood, focus, and boredom among students.  Participants:  One hundred and thirty-two graduate-level students in 10 courses during an academic semester.  Methods:  Process evaluation with a formative focus involving document review, surveys, and interviews with students and facilitators.  Results:  Eighty-four percent of eligible students participated in ≥1 of 65 PABs. Participants said Pitt Moves provided a mental break, promoted community building, and increased their physical activity. They recommended increasing accessibility. Organizers’ time was a constraint in running this program.  Conclusion:  Pitt Moves was feasible based on successful recruitment of participants, delivery of PABs as planned, and participant acceptability. A formal study should evaluate whether Pitt Moves can improve mood, focus, and boredom among graduate students. Organizational encouragement and audiovisuals could enhance marketing and program implementation.

Feasibility of student-designed, peer-led classroom physical activity breaks in graduate school