Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/30937
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dc.contributor.authorBooth, Josephine Nen_UK
dc.contributor.authorChesham, Ross Aen_UK
dc.contributor.authorBrooks, Naomi Een_UK
dc.contributor.authorGorely, Trishen_UK
dc.contributor.authorMoran, Colin Nen_UK
dc.date.accessioned2020-04-03T00:02:50Z-
dc.date.available2020-04-03T00:02:50Z-
dc.date.issued2020en_UK
dc.identifier.other62en_UK
dc.identifier.urihttp://hdl.handle.net/1893/30937-
dc.description.abstractBackground School-based physical activity and running programmes, such as The Daily Mile™, are increasing in popularity globally. The aim of this research was to examine the acute impact of such classroom physical activity breaks on cognition and affective wellbeing. Methods A total of 5463 school pupils from 332 schools took part in a citizen science project with a repeated measures design. They completed tasks of cognition (inhibition, verbal, and visuo-spatial working memory) and the Children’s Feeling Scale and Felt Arousal Scale before and after three different outdoor activities: a classroom break of 15 min of self-paced activity, a near maximal exhaustion activity (the bleep test), and a no-exercise control group where pupils sat or stood outside. Wellbeing and fitness were examined as mediators of the relationship between outdoor activity and cognition. Results Fifteen minutes of self-paced outdoor activity was beneficial for pupils’ cognition and wellbeing in comparison to both other activities (Cohen’s d effect sizes ranging from 0.04 to 0.22; small). The relationship with cognition was not mediated by participants’ fitness level and was only partially mediated by wellbeing. Change scores for alertness were higher after the bleep test compared to the control activity but similar for all other outcomes. Conclusions Taking a break from the classroom to complete 15 min of self-paced physical activity should be considered a worthwhile activity by class teachers, school management, and policymakers. Additionally, more intense physical activity should not be considered to be detrimental.en_UK
dc.language.isoenen_UK
dc.publisherSpringer Science and Business Media LLCen_UK
dc.relationBooth JN, Chesham RA, Brooks NE, Gorely T & Moran CN (2020) A citizen science study of short physical activity breaks at school: improvements in cognition and wellbeing with self-paced activity. BMC Medicine, 18 (1), Art. No.: 62. https://doi.org/10.1186/s12916-020-01539-4en_UK
dc.rightsThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data.en_UK
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en_UK
dc.subjectAcute physical activityen_UK
dc.subjectCognitionen_UK
dc.subjectChildrenen_UK
dc.titleA citizen science study of short physical activity breaks at school: improvements in cognition and wellbeing with self-paced activityen_UK
dc.typeJournal Articleen_UK
dc.identifier.doi10.1186/s12916-020-01539-4en_UK
dc.identifier.pmid32178667en_UK
dc.citation.jtitleBMC Medicineen_UK
dc.citation.issn1741-7015en_UK
dc.citation.volume18en_UK
dc.citation.issue1en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusVoR - Version of Recorden_UK
dc.contributor.funderPhysiological Societyen_UK
dc.contributor.funderUniversity of Edinburghen_UK
dc.citation.date17/03/2020en_UK
dc.contributor.affiliationUniversity of Edinburghen_UK
dc.contributor.affiliationSporten_UK
dc.contributor.affiliationSporten_UK
dc.contributor.affiliationUniversity of the Highlands and Islandsen_UK
dc.contributor.affiliationSporten_UK
dc.identifier.isiWOS:000520980600001en_UK
dc.identifier.scopusid2-s2.0-85082012187en_UK
dc.identifier.wtid1594191en_UK
dc.contributor.orcid0000-0002-2867-9719en_UK
dc.contributor.orcid0000-0002-2411-4147en_UK
dc.contributor.orcid0000-0002-0269-3475en_UK
dc.contributor.orcid0000-0001-6226-8131en_UK
dc.date.accepted2020-02-19en_UK
dcterms.dateAccepted2020-02-19en_UK
dc.date.filedepositdate2020-04-01en_UK
rioxxterms.apcpaiden_UK
rioxxterms.typeJournal Article/Reviewen_UK
rioxxterms.versionVoRen_UK
local.rioxx.authorBooth, Josephine N|0000-0002-2867-9719en_UK
local.rioxx.authorChesham, Ross A|0000-0002-2411-4147en_UK
local.rioxx.authorBrooks, Naomi E|0000-0002-0269-3475en_UK
local.rioxx.authorGorely, Trish|en_UK
local.rioxx.authorMoran, Colin N|0000-0001-6226-8131en_UK
local.rioxx.project.|Physiological Society|en_UK
local.rioxx.projectG90479|University of Edinburgh|http://dx.doi.org/10.13039/501100000848en_UK
local.rioxx.freetoreaddate2020-04-01en_UK
local.rioxx.licencehttp://creativecommons.org/licenses/by/4.0/|2020-04-01|en_UK
local.rioxx.filenames12916-020-01539-4.pdfen_UK
local.rioxx.filecount1en_UK
local.rioxx.source1741-7015en_UK
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