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Technology-Enhanced Classroom Activity Breaks Impacting Children’s Physical Activity and Fitness
Background: This study examined the effects of a 4-week technology-enhanced physical activity (PA) interventions on students’ real-time daily PA and aerobic fitness levels. Methods: 116 fifth-graders were assigned to one intervention group (n = 31) participating in daily physical activity engaging t...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
MDPI
2018
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6068698/ https://www.ncbi.nlm.nih.gov/pubmed/29966308 http://dx.doi.org/10.3390/jcm7070165 |
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author | Buchele Harris, Heidi Chen, Weiyun |
author_facet | Buchele Harris, Heidi Chen, Weiyun |
author_sort | Buchele Harris, Heidi |
collection | PubMed |
description | Background: This study examined the effects of a 4-week technology-enhanced physical activity (PA) interventions on students’ real-time daily PA and aerobic fitness levels. Methods: 116 fifth-graders were assigned to one intervention group (n = 31) participating in daily physical activity engaging the brain with Fitbit Challenge (PAEB-C), another intervention group (n = 29) wearing Fitbits only (Fitbit-O) daily, five days per week, or the comparison group (n = 56). Four-week real-time PA data were collected from the intervention students via Fitbase. Three groups were pre- and post-tested aerobic fitness. Results: The PAEB-C students showed significantly higher steps and minutes of being very active and fairly active (F = 7.999, p = 0.014, ŋ = 0.121; F = 5.667, p = 0.021, ŋ = 0.089; F = 10.572, p = 0.002, ŋ = 0.154) and lower minutes of being sedentary daily (F = 4.639, p = 0.035, ŋ = 0.074) than the Fitbit-O group. Both Fitbit groups exhibited significantly greater increases in aerobic fitness scores than the comparison group over time (F = 21.946, p = 0.001, ŋ = 0.303). Boys were more physically active and fit than girls. Conclusions: Technology-enhanced PA intervention was effective for improving real-time PA and aerobic fitness. |
format | Online Article Text |
id | pubmed-6068698 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2018 |
publisher | MDPI |
record_format | MEDLINE/PubMed |
spelling | pubmed-60686982018-08-07 Technology-Enhanced Classroom Activity Breaks Impacting Children’s Physical Activity and Fitness Buchele Harris, Heidi Chen, Weiyun J Clin Med Article Background: This study examined the effects of a 4-week technology-enhanced physical activity (PA) interventions on students’ real-time daily PA and aerobic fitness levels. Methods: 116 fifth-graders were assigned to one intervention group (n = 31) participating in daily physical activity engaging the brain with Fitbit Challenge (PAEB-C), another intervention group (n = 29) wearing Fitbits only (Fitbit-O) daily, five days per week, or the comparison group (n = 56). Four-week real-time PA data were collected from the intervention students via Fitbase. Three groups were pre- and post-tested aerobic fitness. Results: The PAEB-C students showed significantly higher steps and minutes of being very active and fairly active (F = 7.999, p = 0.014, ŋ = 0.121; F = 5.667, p = 0.021, ŋ = 0.089; F = 10.572, p = 0.002, ŋ = 0.154) and lower minutes of being sedentary daily (F = 4.639, p = 0.035, ŋ = 0.074) than the Fitbit-O group. Both Fitbit groups exhibited significantly greater increases in aerobic fitness scores than the comparison group over time (F = 21.946, p = 0.001, ŋ = 0.303). Boys were more physically active and fit than girls. Conclusions: Technology-enhanced PA intervention was effective for improving real-time PA and aerobic fitness. MDPI 2018-06-29 /pmc/articles/PMC6068698/ /pubmed/29966308 http://dx.doi.org/10.3390/jcm7070165 Text en © 2018 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/). |
spellingShingle | Article Buchele Harris, Heidi Chen, Weiyun Technology-Enhanced Classroom Activity Breaks Impacting Children’s Physical Activity and Fitness |
title | Technology-Enhanced Classroom Activity Breaks Impacting Children’s Physical Activity and Fitness |
title_full | Technology-Enhanced Classroom Activity Breaks Impacting Children’s Physical Activity and Fitness |
title_fullStr | Technology-Enhanced Classroom Activity Breaks Impacting Children’s Physical Activity and Fitness |
title_full_unstemmed | Technology-Enhanced Classroom Activity Breaks Impacting Children’s Physical Activity and Fitness |
title_short | Technology-Enhanced Classroom Activity Breaks Impacting Children’s Physical Activity and Fitness |
title_sort | technology-enhanced classroom activity breaks impacting children’s physical activity and fitness |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6068698/ https://www.ncbi.nlm.nih.gov/pubmed/29966308 http://dx.doi.org/10.3390/jcm7070165 |
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