1. Ashley Raymond Clemson University Youth Development Leadership Effects of Using Classroom- based Physical Activities to Improve Youths Behavior and Ability to Focus

2. Introduction Not only does physical activity (play) improve the health of children, but it also may help their academic performance.  SHIPPS* 2006 found 13.7% of elementary schools, 15.2% of middle schools, and 3.0% of high schools provided physical education at least 3 days per week or its equivalent for the entire school year for students in all grades in the school.  According to the CDC** rates of ADHD diagnosis increased an average of 3% per year from 1997 to 2006 and an average of 5.5% per year from 2003-2007. *School Health Policies and Program Study **Center for Disease Control

3. Problem  Decreases in school budgets Increase class size Decrease in focus Increase in behavior disorders Cuts to extra curricular classes Decreases in school performances  Increase pressure of standardize testing No Child Left Behind Decreases in physical education classes  Lack of consistent research

4. Purpose The purpose of this study is to assess how effective the use of physical activity breaks in the classroom can aid in improving behavior, focus, time spent on task, and concentration.

5. Guiding Questions 1. How do classroom teachers report afterschool participants’ focus, time spent on task, concentration, behavior while completing a lengthy program survey when physical activity breaks are incorporated into to the survey session? 2. Is there an observed difference between after school participants’ focus, time spent on task, concentration, and behavior during the survey time prior to the activity and the time after the activity?

6. Guiding Questions 3. What are the observed characteristics of youth behaviors before, during, and after the implementation of the physical activity intervention? 4. What were the observed characteristics related to the physical activity intervention’s implementation by the classroom teacher? 5. Do classroom teachers report a difference in the participants overall focus and behavior during this semester’s surveys as opposed to last semesters survey session without any physical activity breaks?

7. Review of Literature  Below the age of 11 most children experience difficulty sitting still for sustained periods of time. In play, children discharge energy, prepare for life’s duties, achieve difficult goals, and relieve frustrations. (Landreth 2002)  Several studies have stated that providing increased time for physical activity can lead to better concentration, reduced disruptive behaviors and higher test scores in reading, math and writing (Satcher, 2005).  20 percent of all elementary schools in the U.S. have abolished recess in favor of increased classroom time under pressure to improve student achievement (Satcher, 2005).

8. Review of Literature  A study done in France increased its physical education time to 8 hours per week, reducing time devoted to academic subjects (Sallis, 1999).  In 2001 a group replicated a study of self –regulation first done in the late 1940s, in which psychological researchers asked kids ages 3,5, and 7, to do a number of exercises. The results showed that today’s 5 year olds were acting at the level of 3 year olds 60 years ago and today’s 7 year olds were barely approaching the level of a 5 year old 60 years ago (Spiegel 2008).

9. Review of Literature  Research looking at how the use of play intervention with youth who have intellectual and behavioral disabilities (aged 5-8years) would increase their behavior, language, play and social skills. Their findings showed that “children in the play intervention group became less socially disruptive and more connected with their peers over the six month period whereas the comparison group became slightly more socially disconnected and disruptive” (Connor & Stagnitti, 2011)

10. GoalPOST  Goal-oriented Performance in Out of School Time  serves at least 250 students and their families residing in the La France, Pendleton, Townville, Palmetto and Cedar Grove Elementary School.  For at risk youth  Survey week is towards the end of every semester.

11. Energizers  Energizers are classroom-based physical activities that were designed to help teachers integrate physical activity with academic concepts.  The energizers were developed by a team from the Activity Promotion Laboratory at East Carolina University.

12. Methodology  Qualitative design  Youth grades third through sixth  Implemented during survey week  Teacher observations Semi-structured questionnaire Comparing this and last semesters surveys Feedback on pre, during, post activity

13. Methodology

14. Implications  Be able to show these activities can be used in normal classroom settings at various grades.  Add to the current but limited research that activities can impact student performance even with short term experiments.  Supports physical activity improves behaviors and focus which leads to academic improvements.  Locally inform and spread the positive effects.

15. Thank you! Any Questions?

16. References Connor, C., & Stagnitti, K. (2011). Play, behavior, language, and social skills: The comparison of a play and a non-play intervention within a specialist school setting. Research in Developmental Disabilities, 32, 1205-1211. Landreth, G. (2002). Play therapy: The art of the relationship (2nd ed.). New York:Brunner-Routledge. Satcher, D. (2005). Healthy and Ready to Learn: Research shows that nutrition and physical activity affect student academic achievement. Educational Leadership (63) 26-30. Sallis, J.F., McKenzie, T.L., Kolody, B., Lewis, M., Marshall, S., & Rosengard, P. (1999). Effects of Health-Related Physical Education on Academic Achievement: Project SPARK. Research Quarterly for Exercise and Sport. (70)(2) 127-134. Spiegel, A. (2008). Old-Fashioned Play Builds Serious Skills. npr. http://www.npr.org/templates/story/story.php?storyId=19212514 http://www.npr.org/templates/story/story.php?storyId=19212514