Classroom Movement Breaks Reduce Sedentary Behavior and Increase Concentration, Alertness and Enjoyment during University Classes: A Mixed-Methods Feasibility Study

Casey L. Peiris, Gráinne O’Donoghue, Lewis Rippon, Dominic Meyers, Andrew Hahne, Marcos De Noronha, Julia Lynch and Lisa C. Hanson
Additional contact information
Casey L. Peiris: School of Allied Health, Human Services and Sport, Physiotherapy, La Trobe University, Melbourne, VIC 3086, Australia
Gráinne O’Donoghue: UCD School of Public Health, Physiotherapy and Sports Science, University College Dublin, Belfield, Dublin 4, Ireland
Lewis Rippon: School of Allied Health, Human Services and Sport, Physiotherapy, La Trobe University, Melbourne, VIC 3086, Australia
Dominic Meyers: School of Allied Health, Human Services and Sport, Physiotherapy, La Trobe University, Melbourne, VIC 3086, Australia
Andrew Hahne: School of Allied Health, Human Services and Sport, Physiotherapy, La Trobe University, Melbourne, VIC 3086, Australia
Marcos De Noronha: La Trobe Rural Health School, Holsworth Research Initiative, La Trobe University, Bendigo, VIC 3550, Australia
Julia Lynch: School of Allied Health, Human Services and Sport, Physiotherapy, La Trobe University, Melbourne, VIC 3086, Australia
Lisa C. Hanson: Violet Vines Marshman Centre for Rural Health Research, La Trobe Rural Health School, La Trobe University, Bendigo, VIC 3550, Australia

IJERPH, 2021, vol. 18, issue 11, 1-14

Abstract: This mixed-methods study aimed to determine the feasibility of incorporating movement breaks into university classes in terms of acceptability (disruption, engagement, satisfaction), practicality (ease of scheduling and conducting breaks) and efficacy (sedentary time, concentration, alertness, enjoyment). Movement breaks of five to 10 min duration were scheduled after 20 min of sedentary time during 2-h classes. Classes without movement breaks were used as a comparison. Data were collected using surveys, objective physical activity monitoring and focus group interviews of students ( n = 85) and tutors ( n = 6). Descriptive statistics (quantitative data) and independent coding and thematic analysis (qualitative data) were completed. Students (mean age 23 ± 2 years, 69% female) actively engaged in movement breaks with no adverse events. Movement breaks were perceived to be beneficial for concentration, engagement and productivity. Timing of the break was perceived to be important to enhance the benefit and reduce disruption. Students preferred outdoor or competitive movement breaks. Students spent 13 min less time sitting (95%CI 10 to 17), took 834 more steps (95%CI 675 to 994) and had higher levels of concentration, alertness and enjoyment ( p < 0.001) in classes with movement breaks compared to classes without. Classroom movement breaks are feasible and may be considered for incorporation into university classes to reduce sedentary behaviour and increase physical activity, alertness, concentration and enjoyment.

Keywords: sedentary behaviour; exercise; mental fatigue; students; universities (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

Downloads: (external link)
https://www.mdpi.com/1660-4601/18/11/5589/pdf (application/pdf)
https://www.mdpi.com/1660-4601/18/11/5589/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jijerp:v:18:y:2021:i:11:p:5589-:d:560847

Access Statistics for this article

IJERPH is currently edited by Ms. Jenna Liu

More articles in IJERPH from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().