Date of Award


Document Type

Research Project

Degree Name

Master of Education (MEd)




Increased academic demands on kindergarten students require them to be on-task for longer periods of time. The purpose of this study was to examine the effect of increased physical activity breaks on kindergarten students’ on-task behavior during small group and independent center work. This mixed methods study employed an experimental design with an initial baseline phase followed by a physical activity treatment phase. Data was collected using a planned activity check observation method and observational field notes to compare on-task behavior during the two phases of the study. Data analysis indicated that physical activity breaks was associated with improved on-task behavior directly after the physical activity. When longer periods of time elapsed between the physical activity and data collection observation, on-task behavior showed no-change when compared to the baseline phase data. Results point to the benefits of physical activity breaks for promoting on-task behavior immediately after the break is given.


Affiliation: W.G. Mallett School, RSU 9



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