Effects of classroom‐based active breaks on cognition, sitting and on‐task behaviour in children with intellectual disability: a pilot study.
Background: Classroom‐based active breaks can help typically developing children reduce sitting, increase physical activity and improve cognitive functions and on‐task behaviour. Yet, this strategy has not been tested in children with intellectual disability (ID) – a population who are insufficientl...
| Published in: | Journal of Intellectual Disability Research Vol. 65; no. 5; pp. 464 - 489 |
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| Main Authors: | , , , , , , |
| Format: | research tables/charts randomized controlled trial Journal Article |
| Published: |
Wiley-Blackwell
May2021
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=149664251&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 149664251 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 09642633 EUL jtl: Journal of Intellectual Disability Research issn: 09642633 maglogo: Y pubinfo: dt: May2021 vid: 65 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 149664251 149263602 149664251 149664251 10.1111/jir.12826 149664251 ppf: 464 ppct: 25 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P tig: atl: Effects of classroom‐based active breaks on cognition, sitting and on‐task behaviour in children with intellectual disability: a pilot study. aug: au: Mazzoli, E. Salmon, J. Pesce, C. Teo, W.‐P. Rinehart, N. May, T. Barnett, L. M. affil: Institute for Physical Activity and Nutrition, Faculty of Health, Deakin University, Geelong Victoria,, Australia sug: subj: Learning Environment Physical Activity Cognition Evaluation Sitting Evaluation Child Behavior Evaluation Task Performance and Analysis Evaluation Children with Disabilities Students with Disabilities Intellectual Disability In Infancy and Childhood School Health Services Sedentary Behavior Prevention and Control Human Pilot Studies Child Descriptive Statistics Male Female Attention Memory, Short Term Pretest-Posttest Design Standing Evaluation Movement Evaluation Confidence Intervals Step Executive Function Evaluation Schools, Special Randomized Controlled Trials Program Evaluation Child: 6-12 years Male Female ab: Background: Classroom‐based active breaks can help typically developing children reduce sitting, increase physical activity and improve cognitive functions and on‐task behaviour. Yet, this strategy has not been tested in children with intellectual disability (ID) – a population who are insufficiently active. This study aimed to investigate the effects of a 5‐week active breaks intervention on cognitive functions and on‐task behaviour in schoolchildren with ID. Methods: Twenty‐four children, aged between 8 and 12 years (37.5% girls), were recruited. Children's cognitive functions (response inhibition, lapses of attention, interference and working memory) were measured at baseline and end of trial using computer‐based tests. Sitting, standing and movement patterns were assessed with inclinometers, and on‐task behaviour was directly observed in the classroom before and after active breaks, at baseline, mid‐trial and end of trial. Linear mixed models were used to investigate the intervention effects on cognitive functions and sedentary patterns; generalised linear mixed models were used to analyse on‐task behaviour data. Results: A significant time × group interaction was found for working memory favouring the intervention (B = 11.56, 95% confidence interval [1.92, 21.21]). No significant effects were found in relation to the other measures of children's cognition or on‐task behaviour. Stepping time and bouts of sitting were positively affected. Conclusions: Classroom‐based active breaks can increase physical activity and reduce sedentary behaviour in children with ID and might also benefit their working memory. Further research is required to clarify the effects on cognition and to investigate whether this strategy has other benefits in this population. pubtype: Academic Journal doctype: research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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