Open AccessEffects of Classroom-Based Physical Activities on Off-Task Behaviors and Attention: Kindergarten Case Study
Author(s) -
Sara E. Wiebelhaus,
Michelle Fryer Hanson
Publication year - 2016
Publication title -
the qualitative report
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.335
H-Index - 35
ISSN - 2160-3715
DOI - 10.46743/2160-3715/2016.2448
Subject(s) - psychology , task (project management) , affect (linguistics) , perception , focus group , physical activity , applied psychology , developmental psychology , communication , physical medicine and rehabilitation , management , economics , medicine , business , marketing , neuroscience
The qualitative case study’s purpose was to determine if classroom-based physical activities would affect student off-task behaviors during instruction and students’ perceptions of ability to focus before and after activities. Research questions focused on kindergarteners’ ability to focus after classroom-based physical activity, perceptions of their ability to focus change with implementation of classroom-based physical activity, and effect of classroom-based physical activity on behavior. Kindergarteners were involved in daily activity stations such as jumping on trampolines, walking balance beams, crawling, and hopscotch. Three students were purposively selected as participants. Data were collected using interviews, video recordings, field notes, and off-task behavior frequency charts and analyzed using a constant comparative method. Study results indicated that implementation of classroom-based physical activities decreased students’ off-task behaviors. Decrease in off-task behaviors increased students’ perceptions of their ability to pay attention and remain on-task. Recommendations for future research include using a control group and participants diagnosed with ADHD.