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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
Author to whom correspondence should be addressed.
J. Clin. Med. 2018, 7(7), 165;
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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