My Study Findings: GoNoodle "Brain Breaks" Can Improve the Behavior of Some Students

In my action research project, I sought to answer two questions: Will starting a lesson with a “Brain Break” from the website GoNoodle reduce the frequencies of off-task behaviors during the lesson that follows? Secondly, which, if any, types of physical activities offered in GoNoodle “Brain Breaks” are most effective at reducing off-task behaviors? In order to answer these questions, I focused on three observable and common off-task behaviors: sitting inappropriately (in any way that was not taught and reinforced as an option; this included looking down or away from the teacher for 3 seconds or more), talking to the class without permission, and talking to a fellow student without permission. I developed a simple frequency count recording tool in order to track the number of each behavior per student during a lesson.

For the control, I video-recorded three afternoon writing lessons with no prior physical activity and used the observational tool for each lesson to count the frequencies of each off-task behavior for each student. I then averaged the number of each behavior per student to use as a comparison. Then for 11 weeks, I began each lesson with a “Brain Break”. In the eleventh week, I again video-recorded three lessons that followed a “Brain Break”. For each of these lessons, I choose a different type of physical activity in order to compare their effects. The three types I chose were: yoga-like stretches, high-tempo free dance and high-intensity calisthenics.

My study’s findings were very surprising. At first, when I used a t test to compare all of the students’ data from the control lessons with the data from the intervention lessons, there was no significant difference, which means that overall the “Brain Breaks” did not affect student behavior. When I compared each of the three physical activities with the control data, again there was no significant effect. However, when I used a t test to compare the frequencies of each target behavior separately, I found there was a significant reduction in sitting inappropriately, which might indicate that the “Brain Breaks” do affect some off-task behaviors. The other two behaviors were not significantly reduced.

Also, when I divided my participants by gender and ran a t test on each gender group, I found that the off-task behaviors of boys were significantly reduced but not of the girls. When I broke down the data even further by gender and by type of physical activity, I found that none of the three activities had a significant effect on female behaviors. However, for the male participants, both the high-tempo free dance and the high-intensity calisthenics had significant effects in reducing off-task behaviors. The yoga-like stretches had no significant effect on either group.

I also wanted to see if the “Brain Breaks” affected the students with greater frequencies of off-task behaviors differently than their peers. I compared the effect of the interventions only on the quartile of students with the highest numbers of off-task behaviors during the control lessons. At first, I found no significant effect. However, I noticed one student was an outlier. Her off-task behaviors were especially high during all three of the intervention lessons, which may have been for reasons unrelated to the intervention. For example, maybe she was just having a rough week. When I removed that students’ data from the group and replaced it with a student with the next highest frequency of off-task behaviors, I found a significant reduction in off-task behaviors for the group.

It would seem that some of the “Brain Breaks” can be effective in reducing the off-task behaviors of some students. In this case, the off-task behaviors of boys and of the students with the greatest frequencies of off-task behaviors were reduced. As seen in some of the studies reviewed in this blog (Gestsdottir, et al., 2014; Matthews, McClelland, Morrison, & Ponitz, 2009; McClelland, Acock & Morrison, 2006), students with higher frequencies of off-task behaviors in kindergarten are more likely to struggle academically, both in kindergarten and in later elementary years. The findings of my study suggest that “Brain Breaks” could be an effective tool for reducing off-task behaviors for this group of students, which may lead to better academic outcomes.

In conclusion, I would definitely recommend the use of “Brain Breaks” from GoNoodle for elementary teachers. These physical activities are free to access and require no teacher training. It is very user-friendly, and the activities themselves are facilitated by actors or animated characters. Most students love the “Brain Breaks” and request them. The findings of this study suggest that these activities offer more than just a fun break from instruction but also can have real benefits for some students and their learning.

A Study Examines the Connections Between Gender, Behavior and Achievement

A longitudinal study of preschool and first year students in Germany, Iceland and France sought to find out whether children’s levels of behavioral self-regulation was correlated with academic achievement (one to two years later) and whether there were significant gender differences in the abilities of student to self-regulate their behavior. This study followed 79 French students, 70 German students and 111 Icelandic students, all of whom were about five to six years old at the start of the study. The French and German students were in preschool in the first phase of the study, and the Icelandic students were in their first year of school. All of these students had attended some kind of preschool prior to the study. For the second phase of the study, in which students’ academic achievement was assessed, all of the students were in a more structured, formal school setting.

Two measures were used to assess students’ levels of behavioral self-regulation. The Head-Toes-Knees-Shoulders, or HTKS, test was used to rate students’ levels of self-regulation. This test, in which students have to do the opposite of what the instructor says, assesses several elements of behavioral self-regulation: attention, short-term memory, and control of inhibitions. Student self-regulation was also determined by teacher ratings. In France, the Q-EM questionnaire was used for teacher ratings, and in Germany and Iceland, teachers rated student self-regulation using the Child Behavior Rating Scale.

The researchers used a multilevel model to determine the relationship between the HTKS test of self-regulation and achievement. They found that higher levels of behavioral self-regulation correlated with higher achievement in math in France and higher performance in word reading in Germany. However, no significant relationship was found with any of the other academic measures. Nonetheless, the teacher ratings of behavioral self-regulation were significantly related to academic achievement on all of the measures. The researchers believe that the teacher ratings offered a more valid measure of behavioral self-regulation than the HTKS test in this case because student behavior in a complex classroom setting may be different than during a structured test like the HTKS.

As far as whether there was a relationship between student gender and behavioral self-regulation, in the results from French and German students no such relationship was found. However, for Icelandic students, boys had lower scores both on the HTKS test and on teacher ratings than girls.

Researchers are not certain why this gender gap was found only in Iceland, but they speculate that the reasons may be related to the degree of structure that students had been exposed to in the different countries as well as the sample age of students. In France, students are exposed to a more structured learning environment at a younger age. Therefore, the French participants were more likely to have already practiced and developed behavioral self-regulation regardless of gender. In Iceland, however, the curriculum was more play-centered. Research on play in early childhood has found that boys engage in less organized play, whereas girls’ play tends to have more structure and promotes self-regulation. Therefore, Icelandic students that engaged more in free play are more likely to experience a gender difference in behavioral self-regulation when compared to French students that have had more exposure to a structured environment. However, this explanation does not extend to German students who also had a more unstructured learning environment but did not experience the same gender gap as Icelandic students.

Another possible explanation is that the average age of the Icelandic students was older. It could be that differences in behavioral self-regulation of the genders become more pronounced with age and that a similar correlation would be found with French and German students as they got older.

Regardless of gender, this study demonstrates a strong relationship between teacher ratings of behavioral self-regulation in all three countries and student achievement. This study has shown, once again, that young students that are better able to regulate their behavior are also more likely to succeed academically.

Gestsdottir, S., von Suchodoletz, A., Wanless, S. B., Hubert, B., Guimard, P., Birgisdottir, F., Gunzenhauser, C., & McClelland, M. (2014). Early behavioral self-regulation, academic achievement, and gender: Longitudinal findings from France, Germany, and Iceland. Applied Developmental Science, 18(2), 90-109. doi: 10.1080/10888691.2014.894870

Movement and Learning May Improve Executive Brain Function

Researchers Vazou and Smiley-Oyen wanted to find out what effect a math lesson that incorporated physical movement would have on executive brain function as well as student ratings of satisfaction with the lesson when compared with a sedentary math lesson. The researchers examined the possible effects on both overweight and average-weight students.

A total of 35 students between the ages of 9 and 11 participated in the study. Twenty-four of these were of normal weight and eleven were overweight. Researchers used the Standard Flanker test to assess elements of frontal lobe brain functioning, such as inhibition of irrelevant stimuli, short-term memory, attention-switching, and selective attention. The students' satisfaction with the lesson was assessed with the Physical Activity Enjoyment Scale, which was shortened and adapted to be age-appropriate. The study also looked at the intensity of the physical activity by tracking students' heart rates as well as student ratings of difficulty using the Children's OMNI Ratings of Perceived Exertion (RPE) scale.

Prior to the start of the experiment, the students visited the lab and were given an orientation to the study and practiced the procedures. On their next visit, half of the students participated in the experimental session and half in the control session. After a 6-8 day hiatus, the participants attended the other session (either experimental or control). On both days students were set up with a device to monitor heart rate and then they participated in a short reading comprehension activity so that their brain functioning was slightly exhausted as it would be during a school day. Following this, students' executive function was pre-assessed with the Standard Flanker test. Then they did ten minutes of math facts practice, either with physical movement (experiment) or seated (control). For the physically active math practice, they had to move back and forth between two tables across the room from each other, each with its own stack of flash cards. Students had to move in a specified way (i.e. skipping, crab walking) back-and-forth between the two tables. Each time they reached a table, they had to pick up a flash card and answer it before crossing to the other table. Following the math practice, students rated their exertion levels and their enjoyment of the practice. Then they completed the post-test of executive functioning.

The researchers found several differences between the sedentary math practice and the active math practice. Student ratings of exertion were higher during the active math practice. The average heart rate during the active math practice was 143.26 beats per minute and the peak heart rate averaged 169.54 beats per minute, which are much higher than the average heart rate during the sedentary practice: 90.06 beats per minute. Students practiced a similar number of math facts during both the experimental and control sessions. There was also no significant difference in students' accuracy between the two sessions. Students rated the active math practice as more enjoyable than the sedentary practice.

As for the assessment of executive functioning after each math practice, researchers found that overweight children experienced a decrease in accuracy after the sedentary practice but not during the active practice. For average-weight participants, there was increased accuracy after both types of math practice. There was a significant improvement in response time from the pre-test to post-test after the active math practice and not following the sedentary math practice for all students regardless of weight.

This experiment demonstrates that bringing movement into academic activities, such as practicing math facts, can have many benefits to students. Students experience elevated heart rates during active lessons, which could contribute to improved cardiovascular health. The study suggests that they also have improved response time in their executive functioning after being active. Overweight students may also be able to perform executive functioning tasks with higher accuracy after being active (although no such effect was found with normal-weight children). All participants found the active math practice more enjoyable, which might improve their motivation to learn. There don't seem to be any negative effects of bringing movement into the classroom, whereas the benefits to physical health, enjoyment and brain functioning are many.

Vazou, S & Smiley-Oyen, A. (2014). Moving and academic learning are not antagonists: Acute effects on executive function and enjoyment. Journal of Sport and Exercise Psychology, 36, 474-485. doi: 10/1123/jsep.2014-0035

Movement and Motivation in Learning

One study from Crete, Greece took a different approach to exploring the benefits of a physically active classroom. This study wanted to find out what effect integrating physical movement into elementary lessons might have on the learner's intrinsic motivation. Intrinsic motivation is when a task is found to be rewarding in and of itself, unlike external motivation in which some other motivator is attached to the task. Researchers found that incorporating physical activity into lessons can indeed increase the intrinsic motivation of students.

One hundred forty-seven fourth through sixth graders from fifteen different classrooms took part in the two week study. For six consecutive lessons in the subjects of language arts, math or social studies,, students' motivation was measured using the Intrinsic Motivation Inventory. The first, second, fourth and sixth lessons were taught with no change to the normal routine as a control. The third and fifth lessons incorporated ten minutes of physical activity into the lesson. These physical activities required few, if any, materials and were designed to be enjoyable and accessible for all students.

Researchers used the a simplified version of the Intrinsic Motivation Inventory to gauge students' levels of motivation in the last five minutes of each lesson. They used four out of the five different categories of the measure: Interest/Enjoyment, Perceived Competence, Effort, Value/Usefulness and Pressure/Tension. During the intervention lessons, student's reported levels of "Interest/Enjoyment" significant increased when compared to the regular lessons. The Perceived Competence and Effort measures also significantly increased during the lessons that incorporated physical movement. The measure found no negative effects from the intervention lessons. The measure found no feelings of increased pressure from these lessons, and the Perceived Value of the lessons did not decrease when compared to the non-movement lessons.

This study has important implications for the benefits of integrating physical movement into the classroom. While other studies have found that physical activity during learning can increase achievement, this study discovered that movement can also serve to motivate learners. Years of education research have supported the connection between intrinsic motivation and learning. This study may explain the root cause of why incorporating movement into lesson can increase achievement: because students find this lessons more enjoyable and engaging. I am excited to see whether integrating physical movement into my own lessons will have the same effect for my students.

Vazou, S., Gavrilou, P., Mamalaki, E., Papanastasiou, A., & Sioumala, N. (2012). Does integrating physical activity in the elementary school classroom influence academic motivation? International Journal of Sport and Exercise Psychology, 10(4), 251-263. doi: 10.1080/1612197X.2012.682368

A Study of Elementary Students Finds Movement Decreases Off-Task Behaviors

In a study of elementary students, researchers found a reduction in off-task behavior after four-minutes of physically intensive activities when compared with a short non-active break. I was very excited to find this article because my research project will examine this same question: whether a physical activity will reduce off-task behavior during the time span that follows it. This study’s findings support the practice of incorporating physical movement into the classroom because it can reduce off-task behaviors.

The study examined a fourth grade class of twenty-four students and a second grade class of twenty students. Every other day the students had a ten minute break that involved no physical activity, and on alternating days the students would have a ten minute break that included four minutes of “FUNtervals”, intensive physical activities. Each day, the off-task behaviors of the students were tracked for fifty minutes of class time that followed the active or non-active breaks. These off-task behaviors fell under three categories: passive, motor or verbal. In the fourth grade classroom, the number of passive and motor off-task behaviors was lower following the “FUNtervals” when compared with the non-active break. In the second grade classroom, all three types of off-task behaviors were reduced when students participated in the “FUNtervals” physical activities. Interestingly, the students that demonstrated higher frequencies of off-task behaviors on days with the non-active breaks were more likely to demonstrate a reduction of off-task behaviors on the “FUNterval” days. Therefore movement activities may be especially beneficial to students that tend to engage in off-task behavior more frequently.

I am looking forward to doing my research project in my classroom to find out whether doing a brief physical activity from the free website “GoNoodle” will reduce the number of behavioral disruptions in the lesson that follows compared to days with no such activity. The “GoNoodle” activities are not always high-intensity like the ones described in this study. Some are slower-paced yoga or stretching movements. Others are more high-intensity, such as a dance to a pop song. I wonder if both types of physical movement can be beneficial to reducing off-task behavior. Hopefully my study will give some insight into whether a variety of physical movements can be beneficial.

Ma, J.K., Le Mare, L., & Gurd, B.J. (2014). Classroom-based high intensity interval activity improves off-task behavior in primary school students. Applied Physiology, Nutrition, and Metabolism, 39, 1332-1337.