Date of Award
5-2024
Document Type
Open Access Thesis
Degree Name
Master of Science (MS)
Department
Education
First Advisor
Jacob Hall, Ph.D
Abstract
This action research project investigated the implementation of movement breaks in a third-grade classroom to enhance academic performance and behavior. The short study aimed to assess whether integrating regular movement breaks into the classroom routine would lead to significant improvements in academic outcomes and behavior, particularly those students diagnosed with Attention-deficit/hyperactivity disorder (ADHD). Over a designated period, movement breaks were introduced at a specific interval during the school day. Data was collected through observations, surveys, and behavior tracking. Surprisingly, the findings revealed that despite the incorporation of movement breaks, there was no significant difference observed in overall academics or behavior among the students. This suggests that while movement breaks may have other benefits, such as promoting physical activity and engagement, their direct impact on academic engagement and behavior in this context may be limited. Further research is warranted to explore alternative strategies for leveraging movement breaks effectively in educational settings such as integration of movement into instructional time.
Recommended Citation
Ford, Laura, "The effects of implementing movement breaks in elementary classrooms" (2024). Master's Theses. 183.
https://digitalcommons.cortland.edu/theses/183
Included in
Child Psychology Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Educational Psychology Commons, Elementary Education Commons, Health and Physical Education Commons, Social and Philosophical Foundations of Education Commons