To what extent does provision for students to be physically active during breaks within the school day, correlate positively with decreases in negative behavioural incidences?

Caldwell, C., (2015) To what extent does provision for students to be physically active during breaks within the school day, correlate positively with decreases in negative behavioural incidences? Undergraduate thesis, University of Chichester.

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Abstract

The objective of the current study was to analyse the extent to which provisions for students to be physically active during breaks within the school day, correlate positively with decreases in negative behavioural incidences within both lessons and breaks periods. Seven days were spent across three different primary schools, three in schools 1 and 2 and one singular day in school 3. These schools were selected via recommendation from the researchers tutor. During all three visits, notes were taken during both lessons and break periods, tallying the amount of behavioural incidences occurring and also noting on what was else was happening. Furthermore interviews with the head, a classroom teacher and two year 6 students were conducted within each other the three schools. An average of 6.9 behavioural incidences occurred across the 7 days spent within the three primary schools. There was a significant difference between the amount of behavioural incidences observed during lessons within the visit in school 2 (2.9 ± 1.8), and that of school 1 (9.9 ± 4.3) and school 3 (10 ± 4) (see table 3). The period of the day that proved, across all three schools, to be the most vulnerable to behavioural incidences were lessons between break and lunch time (8.7 ± 6.4). At the other end of the spectrum the period of the day where the least amount of behavioural incidences occurred, was lessons between lunch time and the end of the day (5.3 ± 3.6) (see table 2). With regards breaks in the school day, over the 7 days of visits across 14 separate break periods an average of 2.4 behavioural incidences were noted upon. School 2 once again, was found to have the lowest amount of behavioural incidences during break periods (0.2 ± 0.4) (see table 9). The most culpable break period across the three primary schools with regards negative behavioural incidences was the morning break time (3 ± 2.7) compared to lunch time (1.7 ± 1.8) (see table 7).
Key words: Physical activity, Behavioural incidences, Attentiveness, Provision.

Item Type: Thesis (Undergraduate)
Additional Information: BA (Hons) Physical Education and Sport Coaching
Subjects: L Education > L Education (General)
Divisions: Departments > Physical Education and Sports Coaching
Undergraduate Dissertations
Depositing User: Ann Jones
Date Deposited: 21 Oct 2015 11:25
Last Modified: 02 Aug 2018 14:10
URI: http://eprints.chi.ac.uk/id/eprint/1536

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