ACTIVE BREAKS IN KINDERGARTEN

Antonio Ascione

Abstract


The World Health Organization (WHO, 2020) considers physical inactivity and its increasing sedentary behavior in many countries. In fact, sedentariness is rated as one of the biggest public health problems of the 21st century, especially for the health risks arising from overweight and obesity. To prevent the occurrence of such risks to the health of young people aged 5 to 17, the minimum amount of movement required recommended by the WHO is 60 minutes of physical activity, mainly aerobic, moderate to intense every day at least three days a week. Despite this, many young people do not respect these indications and the percentages of overweight children and adolescents have more than tripled in the last twenty years. We therefore need programmes and initiatives to promote health, and for that reason,  schools play a decisive role. Active breaks, that is to say short periods of physical activity during breaks from school education, can be a useful tool to be integrated into the school curriculum. This work has demonstrated the effects of a program of active breaks on the perception of their motor skills and on the levels of enthusiasm and pleasure perceived by the pupils of the final year of kindergarten, whereas the enjoyment and self-efficacy measured during the experience of movement condition the motivation of children to develop physical and motor activity over the years.


Parole chiave


Motor Education, Active Breaks, School, Educational Alliance, Motor Learning.

Full Text

PDF

Riferimenti bibliografici


Anderson, P. M. & Butcher, K. F. (2006). Childhood obesity: trends and potential causes. The Future of children, 19-45.

Bangsbo, J., Iaia, F. M., & Krustrup, P. (2008). The Yo-Yo intermittent recovery test. Sports medicine, 38(1), 37-51.

Casolo, F. (2019). Scuola primaria: Spazi ambientali e temporali per l’educazione motoria. Pedagogia Oggi, 17(1), 493-508.

Clark, J. E., & Metcalfe, J. S. (2002). The mountain of motor development: A metaphor. Motor development: Research and reviews, 2(163-190), 183-202.

Colella, D., Morano, M., Bortoli, L., Robazza, C. (2008). A physical self-efficacy scale for children. Social Behavior and Personality: an international journal, 36(6), 841-848.

Di Cagno, A., Crova, C., Pesce, C. (2006). Effects of educational rhythm-based learning on coordinative motor performance and sports enjoyment of male and female pupils. Journal of Human Movement Studies, 51(3), 143-165.

Dietz Jr, W. H., & Gortmaker, S. L. (1985). Do we fatten our children at the television set? Obesity and television viewing in children and adolescents. Pediatrics, 75(5), 807-812.

Drummy, C., Murtagh, E. M., McKee, D. P., Breslin, G., Davison, G. W., Murphy, M. H. (2016). The effect of a classroom activity break on physical activity levels and adiposity in primary school children. Journal of paediatrics and child health, 52(7), 745-749.

Eccles, J. S.& Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual review of psychology, 53(1), 109-132.

Epstein, L. H., Paluch, R. A., Consalvi, A., Riordan, K., Scholl, T. (2002). Effects of manipulating sedentary behavior on physical activity and food intake. The Journal of pediatrics, 140(3), 334-339.

Erwin, H. E., Beighle, A., Morgan, C. F., Noland, M. (2011). Effect of a low‐cost, teacher‐directed classroom intervention on elementary students' physical activity. Journal of School Health, 81(8), 455-461.

Grieco, L. A., Jowers, E. M., Errisuriz, V. L., Bartholomew, J. B. (2016). Physically active vs. sedentary academic lessons: a dose response study for elementary student time on task. Preventive medicine, 89, 98-103.

Haywood, K. M. & Getchell, N. (2021). Life span motor development. Human kinetics.

King, A. C., Whitt-Glover, M. C., Marquez, D. X., Buman, M. P., Napolitano, M. A., Jakicic, J., Tennant, B. L. (2019). Physical Activity Promotion: Highlights from the 2018 Physical Activity Guidelines Advisory Committee Systematic Review. Medicine and science in sports and exercise, 51(6), 1340-1353.

Mahar, M. T., Murphy, S. K., Rowe, D. A., Golden, J., Shields, A. T., Raedeke, T. D. (2006). Effects of a classroom-based program on physical activity and on-task behavior. Medicine and science in sports and exercise, 38(12), 2086.

Marzocchi, G. M., Re, A. M., Cornoldi, C. (2010). BIA. Batteria italiana per l'ADHID per la valutazione dei bambini con deficit di attenzione-iperattività. Con DVD e CD-ROM. Edizioni Erickson.

Masini, A., Marini, S., Leoni, E., Lorusso, G., Toselli, S., Tessari, A.,Dallolio, L. (2020). Active breaks: A pilot and feasibility study to evaluate the effectiveness of physical activity levels in a school based intervention in an Italian primary school. International journal of environmental research and public health, 17(12), 4351.

Mazzoli, E., Koorts, H., Salmon, J., Pesce, C., May, T., Teo, W. P., Barnett, L. M. (2019). Feasibility of breaking up sitting time in mainstream and special schools with a cognitively challenging motor task. Journal of sport and health science, 8(2), 137-148.

McKenzie, T. L., Sallis, J. F., Broyles, S. L., Zive, M. M., Nader, P. R., Berry, C. C., Brennan, J. J. (2002). Childhood movement skills: predictors of physical activity in Anglo American and Mexican American adolescents?. Research quarterly for exercise and sport, 73(3), 238-244.

MIUR, Ministero dell’Istruzione, (2012). Indicazioni nazionali per il curricolo della scuola dell’infanzia e del primo ciclo d’istruzione. Roma.

Ministero della Salute. (2019). Linee di indirizzo sull’attività fisica per le differenti fasce d’età e con riferimento a situazioni fisiologiche e fisiopatologiche e a sottogruppi specifici di popolazione.

Monacis, D., Colella, D., Scarinci, A. (2020). Health education intervention in primary school: active breaks for the promotion of motor activity. Form@ re-Open Journal per la formazione in rete, 20(1), 336-355.

Monti, F., Farné, R., Crudeli, F., Agostini, F., Minelli, M., Ceciliani, A. (2019). The role of Outdoor Education in child development in Italian nursery schools. Early Child Development and Care, 189(6), 867-882.

Pesce, C. & Ben-Soussan, T. D. (2016). “Cogito ergo sum” or “ambulo ergo sum”? New perspectives in developmental exercise and cognition research.

Pesce, C., Vazou, S., Benzing, V., Álvarez-Bueno, C., Anzeneder, S., Mavilidi, M. F., ... & Schmidt, M. (2021). Effects of chronic physical activity on cognition across the lifespan: a systematic meta-review of randomized controlled trials and realist synthesis of contextualized mechanisms. International review of sport and exercise psychology, 1-39.

Portera, A. (2020). Manuale di pedagogia interculturale: risposte educative nella società globale. Gius. Laterza & Figli Spa.

Rasberry, C. N., Lee, S. M., Robin, L., Laris, B. A., Russell, L. A., Coyle, K. K., Nihiser, A. J. (2011). The association between school-based physical activity, including physical education, and academic performance: a systematic review of the literature. Preventive medicine, 52, S10-S20.

Rochat, P. & Striano, T. (1999). Social-cognitive development in the first year. Early social cognition: Understanding others in the first months of life, 3-34.

Stodden, D., Lakes, K. D., Côté, J., Aadland, E., Brian, A., Draper, C. E., Pesce, C. (2021).Exploration: an overarching focus for holistic development. Brazilian journal of motor behavior, 15(5).

Stodden, D. F., Goodway, J. D., Langendorfer, S. J., Roberton, M. A., Rudisill, M. E., Garcia, C.,Garcia, L. E. (2008). A developmental perspective on the role of motor skill competence in physical activity: An emergent relationship. Quest, 60(2), 290-306.

Stonerock, G. L. (2015). Exercise as Treatment for Anxiety: Systematic Review and Analysis. Annals of behavioral medicine: a publication of the Society of Behavioral Medicine, 49(4), 542–556.

Vandorpe, B., Vandendriessche, J., Lefèvre, J., Pion, J., Vaeyens, R., Matthys, S., Lenoir, M. (2011). The Körperkoordinationstest für kinder: Reference values and suitability for 6–12‐year‐old children in Flanders. Scandinavian journal of medicine & science in sports, 21(3), 378-388.

Watson, A., Timperio, A., Brown, H., Best, K.,Hesketh, K. D. (2017). Effect of classroom-based physical activity interventions on academic and physical activity outcomes: a systematic review and meta-analysis. International Journal of Behavioral Nutrition and Physical Activity, 14(1), 1-24.

WHO. (2010). Global recommendations on physical activity for health. World Health Organization.

WHO. (2020). WHO guidelines on physical activity and sedentary behaviour. Ginevra.




DOI: https://doi.org/10.32043/gsd.v6i2.644

Refback

  • Non ci sono refbacks, per ora.


Copyright (c) 2022 Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.