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Open AccessArticle

Technology-Enhanced Classroom Activity Breaks Impacting Children’s Physical Activity and Fitness

School of Kinesiology, University of Michigan, Ann Arbor, MI 48109, USA
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Author to whom correspondence should be addressed.
J. Clin. Med. 2018, 7(7), 165; https://doi.org/10.3390/jcm7070165
Received: 10 June 2018 / Revised: 25 June 2018 / Accepted: 28 June 2018 / Published: 29 June 2018
Background: This study examined the effects of a 4-week technology-enhanced physical activity (PA) interventions on students’ real-time daily PA and aerobic fitness levels. Methods: 116 fifth-graders were assigned to one intervention group (n = 31) participating in daily physical activity engaging the brain with Fitbit Challenge (PAEB-C), another intervention group (n = 29) wearing Fitbits only (Fitbit-O) daily, five days per week, or the comparison group (n = 56). Four-week real-time PA data were collected from the intervention students via Fitbase. Three groups were pre- and post-tested aerobic fitness. Results: The PAEB-C students showed significantly higher steps and minutes of being very active and fairly active (F = 7.999, p = 0.014, ŋ = 0.121; F = 5.667, p = 0.021, ŋ = 0.089; F = 10.572, p = 0.002, ŋ = 0.154) and lower minutes of being sedentary daily (F = 4.639, p = 0.035, ŋ = 0.074) than the Fitbit-O group. Both Fitbit groups exhibited significantly greater increases in aerobic fitness scores than the comparison group over time (F = 21.946, p = 0.001, ŋ = 0.303). Boys were more physically active and fit than girls. Conclusions: Technology-enhanced PA intervention was effective for improving real-time PA and aerobic fitness. View Full-Text
Keywords: real-time physical activity; wearable technology; fitness; Fitbits real-time physical activity; wearable technology; fitness; Fitbits
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Buchele Harris, H.; Chen, W. Technology-Enhanced Classroom Activity Breaks Impacting Children’s Physical Activity and Fitness. J. Clin. Med. 2018, 7, 165.

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