Increasing children's school time physical activity using structured fitness breaks

Abstract

Fifth-grade students' physical activity levels were examined via heart rate telemetry and pedometry during school fitness and recess breaks. Twenty-seven students with a mean age of 11.03 (±.32) years participated in morning recess (MR), lunch recess (LR), and fitness breaks (FB) for three days. Structured FB's consisted of students engaging in locomotor and nonlocomotor activities within an obstacle course framework, while recess breaks followed a traditional model. Results from repeated measures ANOVAs indicated students engaged in significantly more physical activity during FB than MR and LR. Fitness breaks provided a viable method for increasing children's school time activity levels.