Abstract

The purpose of this study was to investigate the effects that physical activity breaks have on increasing engagement in elementary school classrooms. The overarching research question was: Given the importance of student engagement, what is the role of physical activity breaks supporting learners in an Elementary School classroom? The study also hoped to discover if physical activity breaks impacted a students motivation to learn as well as if physical activity breaks could increase autonomy in the classroom. Previous research indicates that there is a positive correlation between physical activity breaks and cognitive function within elementary aged children. (Mavilidi, M. F., Drew, R., Morgan, P. J., Lubans, D. R., Schmidt, M., & Riley, N. (2019)) Similarly, researchers Maykel, C., Bray, M., & Rogers, H. J. (2018), claim that movement breaks seem to immediately enhance children's attentional performance. This was a qualitative study with a phenomenological research approach. Participants included four first grade English Langage Learner students and four teachers of various grade levels in an elementary school on the North Shore of Massachusetts. Data was collected through interviews with students and teachers as well as observation of students and the collection of student artifacts. The researcher implemented interview question guides and observation charts created by the researcher. The findings of this study suggest that physical activity breaks have a positive influence on a students engagement in the elementary school classroom.

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This thesis is in dedication to my loving mother, Barbara O’Connell, who herself was a teacher and helped to inspire me to become an educator.

March 8, 1963 - October 26, 2018