Program

Special Education M.A.

Number of Pages

69

Year Approved

2021

First Advisor

Elliott, Nathan

Second Reader

Lisa Silmser;

Abstract

Classroom-based Physical Activity (PA) has gained attention among teachers and schools due to the potential to enhance learning while also providing the opportunity for children to increase their physical activity level. Children are not meeting the recommended amount of daily physical exercise and the increase in obesity is alarming. Implementation of PA breaks at school has been identified as a way to address the need for more physical activity as well as providing an intervention to target learning. Classroom breaks that have been studied include active learning, which takes place by combining PA with academic material or breaks that are solely exercised in nature, free from academic content. Positive relationships have been seen with the implementation of classroom breaks on academic performance and executive functioning skills. The increased diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) among children and adolescents has also received attention as teachers face the challenge of meeting the needs of students struggling with executive functioning deficits related to ADHD as well as other diagnosed disabilities. Teachers are faced with time constraints of providing the opportunity for movement while also being under pressure to dedicate the prescribed amount of time towards core content such as English, math, and science. This literature review looks at studies that have investigated the effects of classroom-based PA breaks on academic performance, executive functioning skills, and the impact on students with disabilities. Results have shown a positive relationship between physical activity and academic performance. These promising findings also show a noticeable impact on the lowest level learners and students with a diagnosed disability.

Degree Name

Special Education M.A.

Document Type

Masterʼs thesis

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