| Abstract | The purpose of this study was to examine the physical activity levels and emotional state differences in elementary school children during school. A total of 81 first grade students and 84 second grade students from two North Texas public elementary schools affiliated with The LiiNK Project (Lets inspire innovation N Kids) participated in this study. The intervention school students (N=98, male=46, female=52) received four unstructured, outdoor play breaks and one 15-minute character development lesson daily, whereas the matching comparison school students (N=67, male=35, female=32) had two 15-minute recess periods daily and no character development program. The first graders (males= 39, female = 42) wore the accelerometers the first two weeks and the second graders (male = 40, female = 44) wore the accelerometers during the 3rd and 4th week. A 5th week was used to collect additional data for the children whose accelerometers malfunctioned. While the devices were monitored daily, the research team also observed these children on the playground for emotional expressions captured through non-verbal cues and body language. A MANOVA revealed significant physical activity intensity differences between schools, Wilks Lambda=0.0692, F(3,155)=2.68, p0.05, grades, Wilks Lambda=0.939, F(3,155)=3.36, and genders, Wilks Lambda=0.951, F(3,155)=4.04. A univariate ANOVA revealed interaction for steps between schools, F(1,164)=37.929, p0.0001, grades, F(1,164)=8.498, p0.01, genders, F(1,164)=7.535, p0.01. A univariate ANOVA revealed significant differences in positive emotional states by school, F(1,54)=6.554, p0.0001. For not positive emotional states, univariate ANOVA revealed a significant main effect by school, F(1,54)=4.583, p0.05. The results of this study support the intervention position that multiple unstructured, outdoor play breaks may be more beneficial for the whole child as shown through improved physical activity levels and overall happiness. |
