IS LEARNING A MOVING TARGET? TEACHER ATTITUDES TOWARD PHYSICAL ACTIVITY, ON-TASK BEHAVIOR, AND ACHIEVEMENT.

CHAPTER ONE

INTRODUCTION Many teachers could identify a student in their classroom that has struggled to retain information, bounces in his or her chair throughout the day, and lives for recess but cannot stay focused during instruction. This student can almost be generalized into a type of student, one that can become a struggle to teach and a further struggle to discipline. Many teachers, like this researcher, look for new and research-based methods of motivating and challenging these students to reach their academic best while maintaining order and focus within the classroom. It is this challenge that led to the establishment of this research proposal. Research has been conducted to see the correlation between physical activity, on-task behavior for students, and increased academic achievement (Wittberg, Northrup, & Cottrell, 2012; Mulrine, Prater, & Jenkins 2008; Mahar, Murphy, Rowe, Golden, Tamlyn-Shields, & Raedeke, 2006; Jarrett, Maxwell, Dickerson, Hoge, Davies, & Yetley, 2001; Everhart, Stone, & Casilio, 2012; Parfitt, Pavey, & Rowlands, 2009; Ussher, Owen, Cook, & Whincup, 2007). After reviewing the research, however, little knowledge remains on the willingness of teachers or administrators to implement physical activity. As a teacher and working member of a school system, this researcher feels that teacher attitudes should be surveyed to possibly impact decision making about instructional time and freedoms to implement research-based practices such as

physical activity programs. This proposal will outline the future collection of such data to better understand teacher attitudes and possibly impact decision making to help teachers and administrators more effectively teach over-attentive, under-focused students in the classroom. Statement of the Problem Research supports a positive correlation between increased physical activity, increased ontask behavior, and improved academic achievement (Wittberg, et al., 2012; Mulrine, et al., 2008; Mahar, et. al., 2006; Jarrett, et al., 2001; Everhart, et al., 2012; Parfitt, et al., 2009; Ussher, et al., 2007). Wittberg, et al. (2012) found that students with increased physical activity and fitness level had higher achievement scores. Mulrine, et al. (2008) assert that activity can help support on-task behavior for students with Attention Deficit Hyperactivity Disorder (ADHD). Although research does support a positive correlation between activity and student success, little is known about the attitudes of local educational systems regarding the effectiveness of physical activity or the willingness to implement physical activity programs into schools. This paper will examine local teacher and administrator attitudes toward using physical activity for on-task behavior regulation and increased achievement for students. The research questions that will be addressed are: 1. What are teacher and administrator attitudes toward implementing physical activity programs into school schedules? 2. What are the prevailing teacher and administrative attitudes toward the effectiveness of exercise in increasing on-task behavior and academic achievement? 3. Do these attitudes differ among varying demographic qualities of teachers and administrators?

Purpose This research could provide a way to raise awareness about a practical, research-based method that could help teachers and administrators raise academic achievement and manage ontask behavior, especially for students who struggle with attention issues such as ADHD, or children who have limited access to physical activity outside the classroom. The findings from this research could also prove helpful for educational administrations and school systems to understand the attitudes of teachers within their school systems and individual schools to better make informed decisions regarding scheduling and future implementation of these programs. Operational Definitions For the purposes of this paper, the following terms from the professional literature will be used: Physical Activity: Parfitt, et al (2009) describes physical activity as, 30 min or more in vigorous intensity activity (p. 1041), which shows the greatest impact on psychological health. Based on these findings, physical activity in this study is described as 30 minutes or more of structured vigorous activity. Academic Achievement: According to Wittberg, et al. (2008), Students' aerobic capacity is associated with greater academic achievement as defined by standardized test scores (p. 2303). Based on this description, academic achievement in this study is then defined as an increase in standardized test measurements or formal assessments. On-task behavior: For this research, the definition of on-task behavior will model Mahar, et al.s (2006) description of on-task behavior as verbal or motor behavior that followed the class rules and was appropriate to the learning situation (p. 2088).

Limitations There are several reliability and validity threats that may explain why this investigation may not be too broadly generalized or applied. This study utilizes surveys that rely on selfreporting of participants, threatening the reliability and validity of the responses. The inexperience of this researcher could also threaten the validity of the research. This research also pertains to teacher willingness to implement exercise into time that has been designated for instruction, and administrative directives may be in place that do not allow for teacher flexibility within instruction time or scheduling. The sample of this study will also be limited to middle grades teachers, making the findings hard to apply to elementary educators and high school teachers.

CHAPTER TWO

REVIEW OF THE LITERATURE The purpose of this chapter is to establish the theoretical foundation for the research problem identified in Chapter One. This section will outline the literature on the role of physical activity and increased academic achievement and on-task behavior for students. At the conclusion of this chapter, the author will offer her summary comments. Physical activity has a positive impact on overall mental well-being (Ussher, et al., 2007). Ussher, et al. (2007) assert that there is a relationship between physical activity and psychological well-being. Ussher, et al., surveyed 2,623 students ages 13-16 in the United Kingdom (UK) using the Strengths and Difficulties Questionnaire (SDQ). This questionnaire asks students to report their difficulties with mental and physical tasks. It also asks students to describe how long they spend doing physical activity and sedentary activity. Report findings suggest that lower levels of psychological well-being are associated with higher levels of sedentary behaviors such as video games, television and computers. More boys (21.1%) than girls (16.4%) reported more sedentary behaviors such as watching TV for over three hours daily. Reports of more sedentary behaviors had greater difficulty scores on the SDQ for boys (p < 0.001) and girls (p < 0.02) This has serious implications about the effect of these behaviors on

the psychological well-being of adolescents, as well as determining causality of physical behavior and mental health. Parfitt, et al. (2009) also found a relationship between increased physical activity and mental well-being. Parfitt, et al. report the findings of surveying 57 students with a median age of 10 years. The findings suggest a negative correlation (r > -.30 p <0.05) between more intense forms of activity and anxiety and depression. More intense forms of activity also have a positive correlation (r>0.28 p< 0.05) with scholastic competence and social acceptance. In contrast, very light activity is positively correlated with anxiety and depression (r >.30 p <0.05) and is negatively associated with measures of global self-worth, scholastic competence, and physical self-worth (r >-2.9 p<0.05). Parfitt, et al. also report that based on these findings, girls report spending less time in intense physical activity than boys. These findings assert the importance of more intense levels of physical activity in affecting psychological health (Parfitt, et al., 2009). Wittberg, et al. (2012) support research of a correlation between physical activity and increased academic achievement. Wittberg, et al. suggest that physical activity and aerobic capacity have positive impacts on academic achievement. Wittberg, et al. present their observations of three groups of fifth grade students enrolled in West Virginia public schools over a two year period. About one half of these participants were male (50.1%) and more than 51% were economically disadvantaged, qualifying for free or reduced lunch. Students were enrolled in fitness classes for 30 minutes three times a week in fifth grade, and seventh graders were required to take one semester of physical education. Students were tested on their aerobic capacity, as well as strength and endurance of other muscle groups. The participants were categorized as High Fitness Zone (HFZ), meeting or surpassing the fitness standard, or Needs Improvement Zone (NIZ), failing to meet the fitness target. Students were academically tested

using the WESTEST, or West Virginias state standardized test, at the end of both years. The results were compared to identify a correlation between students who had increased fitness levels and academic achievement. The results suggest that students who stayed in the HFZ had significantly higher WESTEST scores than students who were in the NIZ. Further research supports the relationship between academic achievement and physical activity. Everhart, et al. (2012) studied primary and intermediate grades students to see if physical activity may increase academic achievement in math and reading language arts for these students. Everhart, et al. (2012) report that participants in the intermediate grades show improvement in academic performance on days when physical activity is utilized by teachers. Banda and Kercood (2012) also suggest that physical activity within the classroom can benefit students on-task behavior and achievement scores. In this study, four English-speaking students were observed during four test situations involving listening comprehension. Only one out of the four students had been previously diagnosed with a learning disability. Before testing began, the students were individually assessed for hyperactivity and inattention using the Conner's Teacher Rating- Revised: Short Scales (CTRS-R:S). All four students scored at least 1.5 standard deviations above the mean, suggesting significant inattention or hyperactivity problems. Students then listened to passages and took tests that consisted of who, what, when, where, why, and how questions. The first and last test required students to listen without any materials such as pencils or paper, and to complete the test after listening to the passage from the teacher (establishing baseline and reversal to baseline measurements). In the other two tests, students were allowed to sit on an exercise ball during the reading and test or doodle on paper during the reading and while testing. The dependent variables in this study were percentage correct scores on the tests and the time (in seconds) it took for students to

complete the tests. The findings from the study suggest that physical activity in the form of the exercise ball was most effective in raising test scores, with an average increase of 13.25% correct. In comparison, doodling increased percentage correct scores by an average of 7.5% correct. Doodling, however, was most effective in decreasing the time it took students to complete the test, with an average decrease of 52 seconds, and using the exercise ball decreased the length of time by an average of 48 seconds. When students were surveyed about which method they felt was most beneficial between the exercise balls and doodling, three of the four chose doodling. Although these forms of movement are not as vigorous as physical activity programs, methods like these show positive impact on on-task behavior and achievement, and may be an easier strategy for teachers to implement. Research further supports a relationship between physical activity and on-task behavior for students. Jarrett, et al. (2001) assert that recess positively impacts on-task and fidgeting behaviors of students. Jarrett, et al., present findings from 43 students from two fourth grade classes and compare the students on-task behavior, labeled work, excessive movement, labeled fidgety, and inattentive behavior, labeled listless. These behaviors are observed on recess and non-recess days, and on both types of days, the behaviors were observed before and after the appointed recess time. Jarrett, et al. (2001) also compare post-recess behaviors between recess and non-recess days. The effect of recess on these behaviors shows significance ( p < 0.001). Further tests showed that students demonstrated more work behavior ( p=0.003), and were less fidgety (p<0.001) when the students had recess. Jarrett, et al. (2001) report that on non-recess days, the students were on task 85% of the time and fidgety 16% of the time (p.124). When students

participate in recess, they exhibit on-task behavior 90% of the time and are fidgety only 7% of the time. Listless does not differ between observed behaviors. Jarrett, et al. (2001) also parallel behaviors between demographic characteristics, such as sex, giftedness, and Attention Deficit Disorder (ADD) diagnosis. Jarrett, et al. report that 60% of participants benefit the most (increase of work by at least 5% and decrease of fidgety by at least 10.6%) from recess. All five participants who are diagnosed with ADD profit from recess as well, and two of those students showed increased work and decreased fidgety behaviors. Overall, female participants benefitted more than male participants, with over 21 females benefitting from recess compared to 15 males benefitting from recess in either work or fidgety behaviors. Although this research does not reflect structured physical activity in the classroom, it does show the positive effects of movement and general physical activity on on-task behaviors of students. Research also shows that structured physical activity can benefit on-task behavior. Mulrine, et al. (2008) assert that activity can also help support ontask behavior for students with ADHD. Mulrine, et al.(2008) suggest that allowing all students, especially those with ADHD, opportunities for controlled and beneficial movement throughout the day to help increase focus. These researchers also assert that transitions are crucial times to implement movement. Movement can be applied to prevent behavior problems that can easily occur during the shuffle of transitions between subjects or classes. Another suggestion presented is to incorporate highintensity physical activity directly into instruction to further benefit students. Mahar, et al.(2006) also examine the effects of classroom-based physical activity on ontask behavior of students during academic instruction. Students in grades Kindergarten through fourth (n= 243) participate in classroom-based physical activity program called Energizers. Energizers last approximately 10 minutes, incorporate grade-appropriate curriculum, do not

require equipment, and little teacher planning is needed. Teachers receive training on how to lead Energizers, and a copy of the activities, along with the freedom to choose the activities for each day. Mahar, et al. (2006) give students the use of pedometers to calculate the average number of steps students took throughout the day. An average of 782 more steps were taken by the intervention classes. Mahar et al. report a statistical significance (p<0.05) between the number of in-school steps taken between the students who are active and the students who are not. On-task behavior was assessed in 62 third-grade (n=37) and fourth grade (n=25) students. The mean age of the students was (9.1 sd= 0.9) years and ranged from 8 to 11 years old. A statistically significant (p<.017) increase of 8% was noted when the mean percentage of on-task behavior was compared between pre-Energizers and post-Energizers. Additionally, it was determined that Energizers activities have a greater effect on on-task behavior among those students who were lest on-task. An increase in on-task behavior of about 20% was identified after these students participated in Energizers (p< 0.05). The research findings of Mahar, et al. (2006) support the research that on-task behavior is affected by physical activity programs, especially those that are structured and directly implemented into classrooms.

Summary In conclusion, research supports a positive relationship between physical activity, structured or unstructured, and increases in on-task behavior of students and academic achievement (Wittberg, et al., 2012; Mulrine, et al., 2008; Mahar, et al., 2006; Jarrett, et al., 2001; Everhart, et al., 2012; Parfitt, et al., 2009; Ussher, et al., 2007). Mulrine, et al. (2008) also suggests that teachers should implement small levels of physical activity throughout the day and

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teach students that physical activity is beneficial for health, behavior and achievement. This research lays a foundation for the current study to extend this information in addressing teacher attitudes reflecting this literature.

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CHAPTER THREE

METHODS The purpose of this chapter is to outline the proposed strategy for gathering the data needed to answer the research problem identified in Chapter One. This section will outline the general plan of the study, describe the kind of survey the researcher intends to use in data collection, ethical considerations, and then identify the sample that will participate in the study. At the end of this chapter, the writer will offer a brief summary of her thoughts on these methods. Data Collection Plan For the purposes of this study, a survey will be needed to more accurately test for teacher and administrator attitudes. The questions in this survey ask participants to address whether they believe that physical activity could be successful in increasing academic achievement and ontask behavior for students, as well as their willingness to not only implement these programs, but to lead (by participating) or direct (by not participating) in the physical activity themselves. It is the belief of the researcher that factors such as the confidence of participants in implementing or even leading physical activity programs into instruction could also have an effect on the attitudes recorded. The data collected will also be compared across demographic properties such as gender, frequency of personal physical activity, and years of experience within the educational field. It is the belief of the researcher that these demographics could influence attitudes or show correlations to specific attitudes.

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Instrument The instrument used to collect data in this study will be a survey distributed to participating teachers and administrators. The survey will include questions about the participants experience level within the schools, his or her educational level, gender, grade level range he or she is currently teaching or supervising, the Title I status of his or her school, and the amount of physical activity the participant personally engages in on a weekly basis. The survey will also include questions about the participants understanding and attitudes about the effectiveness of physical activity in increasing academic achievement and on-task behavior. Participants will select an answer that best fits their opinion based on an adaptation of a fivedimensional Likert Scale, in progressive steps from a behavior Never occurring to it Always occurring. A model of the proposed survey may be found in Appendix A. Subjects/Population The population for this study will include middle school (grades 6-8) teachers and administrators in two neighboring middle schools. All general education, related Arts, special services, and even enrichment teachers will be surveyed. These two schools differ in their socioeconomic demographics. School A has 56.9% of its students as economically disadvantaged, while School B has 80.3% of its students listed as economically disadvantaged. The two schools are comparable in size and ethnic distributions. The population of this study will consist of the voluntary participants out of over 100 administrators and teachers (Tennessee Department of Education, 2012a; Tennessee Department of Education, 2012b). Ethical Considerations

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Ethical considerations include permission from administrators to survey teachers, as well as consent from teachers to publish the findings. Letters of request would be sent to administrators or meetings established to introduce the research topic and explain the purpose for the study. Teachers would also have to acknowledge, through use of symbol such as a check, that they acknowledge that these findings will be published without the disclosure of their personal information. Summary In conclusion, the population of this study will be surveyed to collect data regarding the attitudes of teachers and administrators regarding physical activity and increased academic achievement and on-task behavior for students. In order to more accurately calculate the attitudes of the participants, an adaptation of a Likert Scale will be used, which asks participants to identify the possible frequency of the behaviors or statements listed. The participants will also answer questions regarding personal demographics to provide insight into possible relationships between variables. It is the estimation of this researcher that this method would produce adequate information on which to make a decision regarding the research problem presented in Chapter One.

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CHAPTER FOUR

REQUIREMENTS The purpose of this chapter is to review two essential issues related to the proposed study outlined in Chapter One. In the first section, this investigator will examine the amount of time she believes this investigation will require in the form of a time line from outset to completion. In the second section, this researcher will consider the monetary investment in this study and will propose a budget that should be sufficient. At the conclusion of this chapter, the writer will offer her summary thoughts on the feasibility of completing this investigation given the constraints of time and money outlined above. Time Line Given that this research effort must be completed during a school year calendar, the following time line will be proposed: August: Administrator permission requested to complete the study September: Pending approval of the study by administrators, the survey will be distributed to participating teachers on a volunteer basis October: Data will be collected by October 1. Data will be organized and implemented into SPSS for further analysis.

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This study should be completed in a relatively short time period of three months. In the opinion of the writer, the timeline provided should be sufficient for distributing and gathering the data from participants, as well as drawing conclusions from the data collected. Budget The following projected budget should cover the estimated expenses in completing this project. This project mainly would require use of paper duplicates for surveys and writing utensils provided to participants. Duplication Costs Postage Miscellaneous Total $20.00 $5.00 $10.00 $35.00

This study does not create financial limitations that hinder the implementation of this research. It is the opinion of the writer that this study can be completed under this financial budget. Summary After considering the two confining variables of Time and Budget, it is reasonable that this study could be completed in a timely manner. Although this researcher is graduating before the research is conducted, she can continue this study and collect the necessary data in the following school years with counsel from a graduate advisor and colleagues. This research could shed light on teacher attitudes about a research-based strategy for helping students succeed academically and stay on-task, as well as teacher and administrator willingness and confidence to implement this strategy. It is the opinion of the writer that by understanding teacher and

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administrator attitudes, research-based strategies can help classrooms get down with physical activity in an effort to raise test scores and on-task behavior for students.

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BIBLIOGRAPHY

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BIBLIOGRAPHY Banda, D.R., & Kercood, S. (2012). The effects of added physical activity on performance during a listening comprehension task for students with and without attention problems. International Journal of Applied Educational Studies, 13(1), 19-23. Retrieved June 12, 2013, from: http://0-go.galegroup.com.library.acaweb.org/ps/ Craike M.J., Polman R., Eime R., Symons C., Harvey J., & Payne W. (2013). Associations between behavior regulation, competence, physical activity and health for adolescent females [Abstract]. Journal of Physical Activity & Health. Retrieved June 19, 2013, from: http://www.ncbi.nlm.nih.gov/pubmed/23416517 Everhart, B., Dimon, C., Stone, D., Desmond, D., & Casilio, M.(2012). The influence of daily structured physical activity on academic progress of elementary students with intellectual disabilities. Education, 133(2), 298-312. Jarrett, O., Maxwell, D.M., Dickerson, C., Hoge, P., Davies, G., & Yetley, A. (2001). Impact of recess on classroom behavior: group effects and individual differences. Journal of Educational Research, 92(2), 121-126. Khalkhali, V. (2012). Behavioral regulations: What is physical educations role in students physically active lifestyle? International Online Journal of Educational Sciences,4(2), 265-272. Retrieved June 18, 2013, from: http://0ehis.ebscohost.com.library.acaweb.org/eds/

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Mahar, M. T., Murphy, S. K., Rowe, D. A., Golden, J., Tamlyn-Shields, A., & Raedeke, T. D. (2006). Effects of a classroom-based program on physical activity and on-task behavior. Medicine & Science in sports & exercise, 38(12), 2086-2094. Mulrine, C.F., Prater, M.A., & Jenkins, A. (2008). The active classroom: supporting students with Attention Deficit Hyperactivity Disorder through exercise. Teaching Exceptional Children, 40(5), 16-22. Parfitt, G., Pavey, T., & Rowlands, A. (2009). Children's physical activity and psychological health: the relevance of intensity. Acta Paediatrica, 98(6), 1037-1043. Schz, B.W., Susanne Ziegelmann, J. P., Wolff, J. K., Warner, L. M., Schwarzer, R.T., & Clemens. (2012). Contextual and individual predictors of physical activity: Interactions between environmental factors and health cognitions. Health Psychology, 31(6), 714-723. Tennessee Department of Education. (2012a). Knox County Schools: Gresham Middle School. 2012 Tennessee State Report Card. Retrieved June 24, 2013, from: http://edu.reportcard.state.tn.us/ Tennessee Department of Education. (2012b). Knox County Schools: Northwest Middle School. 2012 Tennessee State Report Card. Retrieved June 24, 2013, from: http://edu.reportcard.state.tn.us/ Ussher, M., Owen, C., Cook, D., & Whincup, P. (2007). The relationship between physical activity, sedentary behaviour and psychological wellbeing among adolescents. Social Psychiatry & Psychiatric Epidemiology, 42(10), 851-856 Wittberg, R.A., Northrup, K.L., & Cottrell, L.A. (2012 December). Children's aerobic fitness and academic achievement: a longitudinal examination of students during their fifth and

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seventh grade years. American Journal of Public Health, 102(12), 2303-2307. Retrieved June 9, 2013 from http:// http://0-ehis.ebscohost.com.library.acaweb.org/eds/

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APPENDIX

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APPENDIX A MODEL OF SURVEY INSTRUMENT

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