Facial reconstruction

Search LJMU Research Online

Browse Repository | Browse E-Theses

Feasibility and acceptability of a classroom-based active breaks intervention for 8-12- year old children

McLellan, G, Arthur, R, Donnelly, S, Bakhshi, A, Fairclough, SJ, Taylor, SL and Buchan, DS (2021) Feasibility and acceptability of a classroom-based active breaks intervention for 8-12- year old children. Research Quarterly for Exercise and Sport. ISSN 0270-1367

Feasibility and Acceptability of a Classroom based Active Breaks Intervention for 8 12 Year Old Children.pdf - Published Version
Available under License Creative Commons Attribution Non-commercial No Derivatives.

Download (1MB) | Preview


This study explored the feasibility of conducting a classroom-based active breaks intervention on sedentary behaviour (SB), physical activity (PA) and attention in 8-12 year old children. Eight schools were randomised on a 1:1 basis to the control or intervention. Teachers selected ten cards detailing an activity break at random. Children then undertook each of the ten activity breaks for 30 sec, three times per day for six weeks. School and participant recruitment, attrition rates, % of outcome measures collected, and acceptability were used to explore the feasibility of the study. Mixed effects models were undertaken to examine intervention effects upon measures of PA, SB and attention. Two hundred and thirty-nine consent forms were issued and 153 were returned (64%). Of the 153 consents, 146 children (95%) were measured at baseline, and 117 participated in the follow-up measures (80%) six weeks later suggesting the intervention was acceptable for the participants. From teacher interviews it was noted that the intervention was feasible to implement, and teachers observed positive classroom behaviour changes in children. Inclusion rates for outcome measures ranged from 49 to 66%. Significant, intervention effects were observed for sitting time (B = -27.19; 95%CI: -36.84, -17.17), standing time (B = 23.51; 95%CI 14.1, 32.45) and the number of sit to stand transitions (B = 16.1; 95%CI 4.7, 26.79). Findings suggest that it was feasible and acceptable to implement an active breaks intervention within the classroom setting. Future work should consider the effectiveness of implementing this intervention across a full academic year.

Item Type: Article
Uncontrolled Keywords: 1106 Human Movement and Sports Sciences, 1302 Curriculum and Pedagogy, 1701 Psychology
Subjects: L Education > L Education (General)
R Medicine > RC Internal medicine > RC1200 Sports Medicine
G Geography. Anthropology. Recreation > GV Recreation Leisure > GV561 Sports
Divisions: Sport & Exercise Sciences
Publisher: Society of Health and Physical Educators
Date Deposited: 22 Oct 2021 13:40
Last Modified: 11 Nov 2021 12:15
DOI or ID number: 10.1080/02701367.2021.1923627
URI: https://researchonline.ljmu.ac.uk/id/eprint/15686
View Item View Item