Classroom Movement Breaks Reduce Sedentary Behavior and Increase Concentration, Alertness and Enjoyment during University Classes: A Mixed-Methods Feasibility Study
This mixed-methods study aimed to determine the feasibility of incorporating movement breaks into university classes in terms of acceptability (disruption, engagement, satisfaction), practicality (ease of scheduling and conducting breaks) and efficacy (sedentary time, concentration, alertness, enjoy...
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doaj-070a2e7655944797b35f0ba9baac307d2021-06-01T00:55:13ZengMDPI AGInternational Journal of Environmental Research and Public Health1661-78271660-46012021-05-01185589558910.3390/ijerph18115589Classroom Movement Breaks Reduce Sedentary Behavior and Increase Concentration, Alertness and Enjoyment during University Classes: A Mixed-Methods Feasibility StudyCasey L. Peiris0Gráinne O’Donoghue1Lewis Rippon2Dominic Meyers3Andrew Hahne4Marcos De Noronha5Julia Lynch6Lisa C. Hanson7School of Allied Health, Human Services and Sport, Physiotherapy, La Trobe University, Melbourne, VIC 3086, AustraliaUCD School of Public Health, Physiotherapy and Sports Science, University College Dublin, Belfield, Dublin 4, IrelandSchool of Allied Health, Human Services and Sport, Physiotherapy, La Trobe University, Melbourne, VIC 3086, AustraliaSchool of Allied Health, Human Services and Sport, Physiotherapy, La Trobe University, Melbourne, VIC 3086, AustraliaSchool of Allied Health, Human Services and Sport, Physiotherapy, La Trobe University, Melbourne, VIC 3086, AustraliaLa Trobe Rural Health School, Holsworth Research Initiative, La Trobe University, Bendigo, VIC 3550, AustraliaSchool of Allied Health, Human Services and Sport, Physiotherapy, La Trobe University, Melbourne, VIC 3086, AustraliaViolet Vines Marshman Centre for Rural Health Research, La Trobe Rural Health School, La Trobe University, Bendigo, VIC 3550, AustraliaThis mixed-methods study aimed to determine the feasibility of incorporating movement breaks into university classes in terms of acceptability (disruption, engagement, satisfaction), practicality (ease of scheduling and conducting breaks) and efficacy (sedentary time, concentration, alertness, enjoyment). Movement breaks of five to 10 min duration were scheduled after 20 min of sedentary time during 2-h classes. Classes without movement breaks were used as a comparison. Data were collected using surveys, objective physical activity monitoring and focus group interviews of students (<i>n</i> = 85) and tutors (<i>n</i> = 6). Descriptive statistics (quantitative data) and independent coding and thematic analysis (qualitative data) were completed. Students (mean age 23 ± 2 years, 69% female) actively engaged in movement breaks with no adverse events. Movement breaks were perceived to be beneficial for concentration, engagement and productivity. Timing of the break was perceived to be important to enhance the benefit and reduce disruption. Students preferred outdoor or competitive movement breaks. Students spent 13 min less time sitting (95%CI 10 to 17), took 834 more steps (95%CI 675 to 994) and had higher levels of concentration, alertness and enjoyment (<i>p</i> < 0.001) in classes with movement breaks compared to classes without. Classroom movement breaks are feasible and may be considered for incorporation into university classes to reduce sedentary behaviour and increase physical activity, alertness, concentration and enjoyment.https://www.mdpi.com/1660-4601/18/11/5589sedentary behaviourexercisemental fatiguestudentsuniversities |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Casey L. Peiris Gráinne O’Donoghue Lewis Rippon Dominic Meyers Andrew Hahne Marcos De Noronha Julia Lynch Lisa C. Hanson |
spellingShingle |
Casey L. Peiris Gráinne O’Donoghue Lewis Rippon Dominic Meyers Andrew Hahne Marcos De Noronha Julia Lynch Lisa C. Hanson Classroom Movement Breaks Reduce Sedentary Behavior and Increase Concentration, Alertness and Enjoyment during University Classes: A Mixed-Methods Feasibility Study International Journal of Environmental Research and Public Health sedentary behaviour exercise mental fatigue students universities |
author_facet |
Casey L. Peiris Gráinne O’Donoghue Lewis Rippon Dominic Meyers Andrew Hahne Marcos De Noronha Julia Lynch Lisa C. Hanson |
author_sort |
Casey L. Peiris |
title |
Classroom Movement Breaks Reduce Sedentary Behavior and Increase Concentration, Alertness and Enjoyment during University Classes: A Mixed-Methods Feasibility Study |
title_short |
Classroom Movement Breaks Reduce Sedentary Behavior and Increase Concentration, Alertness and Enjoyment during University Classes: A Mixed-Methods Feasibility Study |
title_full |
Classroom Movement Breaks Reduce Sedentary Behavior and Increase Concentration, Alertness and Enjoyment during University Classes: A Mixed-Methods Feasibility Study |
title_fullStr |
Classroom Movement Breaks Reduce Sedentary Behavior and Increase Concentration, Alertness and Enjoyment during University Classes: A Mixed-Methods Feasibility Study |
title_full_unstemmed |
Classroom Movement Breaks Reduce Sedentary Behavior and Increase Concentration, Alertness and Enjoyment during University Classes: A Mixed-Methods Feasibility Study |
title_sort |
classroom movement breaks reduce sedentary behavior and increase concentration, alertness and enjoyment during university classes: a mixed-methods feasibility study |
publisher |
MDPI AG |
series |
International Journal of Environmental Research and Public Health |
issn |
1661-7827 1660-4601 |
publishDate |
2021-05-01 |
description |
This mixed-methods study aimed to determine the feasibility of incorporating movement breaks into university classes in terms of acceptability (disruption, engagement, satisfaction), practicality (ease of scheduling and conducting breaks) and efficacy (sedentary time, concentration, alertness, enjoyment). Movement breaks of five to 10 min duration were scheduled after 20 min of sedentary time during 2-h classes. Classes without movement breaks were used as a comparison. Data were collected using surveys, objective physical activity monitoring and focus group interviews of students (<i>n</i> = 85) and tutors (<i>n</i> = 6). Descriptive statistics (quantitative data) and independent coding and thematic analysis (qualitative data) were completed. Students (mean age 23 ± 2 years, 69% female) actively engaged in movement breaks with no adverse events. Movement breaks were perceived to be beneficial for concentration, engagement and productivity. Timing of the break was perceived to be important to enhance the benefit and reduce disruption. Students preferred outdoor or competitive movement breaks. Students spent 13 min less time sitting (95%CI 10 to 17), took 834 more steps (95%CI 675 to 994) and had higher levels of concentration, alertness and enjoyment (<i>p</i> < 0.001) in classes with movement breaks compared to classes without. Classroom movement breaks are feasible and may be considered for incorporation into university classes to reduce sedentary behaviour and increase physical activity, alertness, concentration and enjoyment. |
topic |
sedentary behaviour exercise mental fatigue students universities |
url |
https://www.mdpi.com/1660-4601/18/11/5589 |
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