Abstract: Background: Prolonged sitting at desks during the school day without a break may result in off-task behavior in students. This study was designed to examine the effects of a classroom physical activity intervention, using TAKE 10!®, on elementary school students’ on-task behavior. Nine classes (3rd to 5th grades) from one elementary school participated in the program (4-week baseline and 8-week intervention). Methods: The students’ on-task behavior was measured using systematic direct observation. Observations occurred once a week during weeks 1 to 4 (baseline) and weeks 8 to 12 (intervention). A two-way repeated-measures analysis of variance was used to compare on-task behavior between observation periods. Results: There was a significant decrease (P = 0.001) in mean percentage on-task behavior from pre-no TAKE 10!® (91.2 ± 3.4) to post-no TAKE 10!® (83.5 ± 4.0) during the baseline period, whereas there was a significant increase (P = 0.001) in mean percentage on-task behavior from pre-TAKE 10!® (82.3 ± 4.5) to post-TAKE 10!® (89.5 ± 2.7) during the intervention period. Conclusions: Furthermore, students who received more daily TAKE 10!® were found to be more on-task than students who received less TAKE 10!®. The TAKE 10!® program is effective in improving students’ on-task behavior in the classroom.
Download the journal article here.
To learn more about TAKE10, please visit www.take10.net.