[article] 
inAmerican Journal of Occupational Therapy > Vol. 70/2 (mars-avril 2016)

Titre :	Elementary Students’ Physical Activity Levels and Behavior When Using Stability Balls
Type de document :	texte imprimé
Auteurs :	Heather E. ERWIN ; Alicia FEDEWA ; Soyeon Ahn ; et al.
Année de publication :	2016
Langues :	Anglais (eng)
Mots-clés :	Ergothérapie  Ecole  Enfant  Comportement
Résumé :	OBJECTIVE. Physical activity is positively related to improved student behaviors. Stability balls have been used as interventions to affect student behavior. The objective of this study was to determine whether the use of stability balls elicits more physical activity than the use of regular chairs and whether stability balls positively influence behavior. METHOD. Participants (n = 43 fourth graders) sat on stability balls during class and wore accelerometers. Eight were randomly selected for behavioral observations using momentary time sampling. RESULTS. Significant decreases in accelerometer counts were found. No obvious difference for on-task behaviors was found between students using stability balls and those using chairs. CONCLUSION. Stability balls do not necessarily elicit more physical activity than do chairs; however, students accumulate light-intensity physical activity when using them. Classroom behavior was not detrimentally affected by stability ball use; thus, stability balls do not appear to detract from the classroom instructional atmosphere.
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[article] Elementary Students’ Physical Activity Levels and Behavior When Using Stability Balls [texte imprimé] / Heather E. ERWIN ; Alicia FEDEWA ; Soyeon Ahn ; et al. . - 2016.
Langues : Anglais (eng)
in American Journal of Occupational Therapy > Vol. 70/2 (mars-avril 2016)

Mots-clés :	Ergothérapie  Ecole  Enfant  Comportement
Résumé :	OBJECTIVE. Physical activity is positively related to improved student behaviors. Stability balls have been used as interventions to affect student behavior. The objective of this study was to determine whether the use of stability balls elicits more physical activity than the use of regular chairs and whether stability balls positively influence behavior. METHOD. Participants (n = 43 fourth graders) sat on stability balls during class and wore accelerometers. Eight were randomly selected for behavioral observations using momentary time sampling. RESULTS. Significant decreases in accelerometer counts were found. No obvious difference for on-task behaviors was found between students using stability balls and those using chairs. CONCLUSION. Stability balls do not necessarily elicit more physical activity than do chairs; however, students accumulate light-intensity physical activity when using them. Classroom behavior was not detrimentally affected by stability ball use; thus, stability balls do not appear to detract from the classroom instructional atmosphere.
Permalink :	./index.php?lvl=notice_display&id=43880