Before-school running/walking club: effects on student on-task behavior

Stylianou, Michalis, Hodges Kulinna, Pamela, van der Mars, Hans, Mahar, Matthew, Adams, Marc A. and Amazeen, Eric (2016) Before-school running/walking club: effects on student on-task behavior. Preventive Medicine Reports, 3 196-202. doi:10.1016/j.pmedr.2016.01.010

Author Stylianou, Michalis
Hodges Kulinna, Pamela
van der Mars, Hans
Mahar, Matthew
Adams, Marc A.
Amazeen, Eric
Title Before-school running/walking club: effects on student on-task behavior
Journal name Preventive Medicine Reports   Check publisher's open access policy
ISSN 2211-3355
Publication date 2016-06-01
Year available 2016
Sub-type Article (original research)
DOI 10.1016/j.pmedr.2016.01.010
Open Access Status DOI
Volume 3
Start page 196
End page 202
Total pages 27
Place of publication Amsterdam, Netherlands
Publisher Elsevier
Language eng
Formatted abstract
Before-school programs provide a good opportunity for children to engage in physical activity (PA) as well as improve their readiness to learn. The purpose of this study was to examine the effect of a before-school running/walking club on elementary school children's on-task behavior. The study employed a two-phase experimental design with an initial baseline phase followed by an alternating treatments phase, and was first conducted at a private school (School A) and subsequently replicated at a public school (School B). Participants were third and fourth grade children from two schools in the Southwestern U.S. who participated in a before-school running/walking club that met two times each week (School A: 20 min; School B: 15 min) during the 2013/2014 academic year. Participation in the program was monitored using pedometers and on-task behavior was assessed through direct observation. Data analyses included visual analysis, Tau-U index, and multilevel modeling. Results from all analyses indicated that on-task behavior was significantly higher on days the children attended the before-school program than on days they did not. According to multilevel modeling results, mean differences and effect sizes were: School A = 15.78%, pseudo-R2 = .34 [strong effect]; School B = 14.26%, pseudo-R2 = .22 [moderate effect]. Results provide evidence for the positive impact of before-school PA programs on children's classroom behavior and readiness to learn. Such programs do not take time away from academics and may be an attractive option for schools. Results also have implications for the structure of children's school day and the scheduling of PA opportunities.
Keyword Physical activity program
Classroom behavior
Elementary School
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: HERDC Pre-Audit
School of Human Movement and Nutrition Sciences Publications
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Created: Tue, 02 Feb 2016, 19:16:54 EST by Michalis Stylianou on behalf of School of Human Movement and Nutrition Sciences