Brain Blasters: A Pilot Study Designed To Enhance the Utilization of Classroom Physical Activity
Advisor Information
Danae Dinkel
Location
Dr. C.C. and Mabel L. Criss Library
Presentation Type
Poster
Start Date
4-3-2016 12:45 PM
End Date
4-3-2016 2:15 PM
Abstract
Background: Individual classroom physical activity (PA) resources have shown to be effective in improving on-task behavior, academic outcomes, and overall PA in elementary aged children. However, teachers may not be aware of the numerous free or low-cost resources available. Given that teachers report time as a barrier to implementing and learning about classroom PA, gaining an understanding of how to best promote these resources could increase teachers’ knowledge and improve their utilization of classroom PA. Purpose: To determine the best method for disseminating information of existing classroom PA resources. Methods: The Brain Blasters pilot was developed based on feedback from area teachers in five school districts. To understand the best method for delivering information about classroom PA resources, teachers received weekly resources via e-mail and classroom mailbox with information on a “resource of the week”; videos of surrounding area teachers implementing classroom PA; and updates on the Brain Blaster Facebook page. The project was piloted in two elementary schools. After the completion of the program all teachers (n=16) were asked to participate in a 6-question survey and a sample of teachers (n=6) took part in a brief follow-up interview. Results: Overall, results of the follow-up survey found that almost all of the teachers found at least one method of delivery useful. Teachers noted that weekly e-mails (81.3%), mailbox materials (73.3%), and videos (68.8%) were useful. Only 18.7% of teachers felt that the Facebook page was a useful resource. Importantly, one school reported the videos were most useful while the other school differed between videos, e-mails, and mailbox resources. A third of teachers stated that time inhibited their ability to view and/or utilize the materials. Conclusion: There are several methods that may be useful for disseminating classroom PA resources. Future classroom PA promotion efforts should work with school personnel to identify the best method(s) for delivering resources for each particular school.
Brain Blasters: A Pilot Study Designed To Enhance the Utilization of Classroom Physical Activity
Dr. C.C. and Mabel L. Criss Library
Background: Individual classroom physical activity (PA) resources have shown to be effective in improving on-task behavior, academic outcomes, and overall PA in elementary aged children. However, teachers may not be aware of the numerous free or low-cost resources available. Given that teachers report time as a barrier to implementing and learning about classroom PA, gaining an understanding of how to best promote these resources could increase teachers’ knowledge and improve their utilization of classroom PA. Purpose: To determine the best method for disseminating information of existing classroom PA resources. Methods: The Brain Blasters pilot was developed based on feedback from area teachers in five school districts. To understand the best method for delivering information about classroom PA resources, teachers received weekly resources via e-mail and classroom mailbox with information on a “resource of the week”; videos of surrounding area teachers implementing classroom PA; and updates on the Brain Blaster Facebook page. The project was piloted in two elementary schools. After the completion of the program all teachers (n=16) were asked to participate in a 6-question survey and a sample of teachers (n=6) took part in a brief follow-up interview. Results: Overall, results of the follow-up survey found that almost all of the teachers found at least one method of delivery useful. Teachers noted that weekly e-mails (81.3%), mailbox materials (73.3%), and videos (68.8%) were useful. Only 18.7% of teachers felt that the Facebook page was a useful resource. Importantly, one school reported the videos were most useful while the other school differed between videos, e-mails, and mailbox resources. A third of teachers stated that time inhibited their ability to view and/or utilize the materials. Conclusion: There are several methods that may be useful for disseminating classroom PA resources. Future classroom PA promotion efforts should work with school personnel to identify the best method(s) for delivering resources for each particular school.