According to World Health Organisation (WHO) guidelines, children should engage in at least 60 minutes of moderate-to-vigorous physical activity per day to avoid the risk of metabolic and cardiovascular diseases. International and national research (COSI,2020 and OKkio alla Salute, 2019) shows that the motor condition of children, adolescents and adults is worrying and can certainly be improved. Schools represent a fundamental context to promote physical activity and reduce sedentary behaviour. Physical activity, in addition to its health benefits, as reported by WHO and the “2008 Physical Activity. Guidelines for Americans”, contributes to develop neuromuscular structures and connections. Others studies show that movement can influence psychophysical well-being (depression and stress) (Jin, 1992, Scott, 2020) and in school environment it can improve behaviour, attention, concentration and memory (Latino & co., 2020, Bulma & Lipowskam, 2018, Pento, 2010). Active-breaks, 10-minute sessions of physical activity, are an internationally established and scientifically supported method in schools. They make it possible to alternate the moments of cognitive engagement foreseen in teaching and those of physical-recreational, physical-cognitive, attentional and mnemonic engagement (Bertinato, 2020). This study used a within-subjects experimental design, which consists in testing the introduction of a factor, but without controlling all the variables involved in the situation to be studied (Coggi and Ricchiardi, 2005). The aim of the study was to analyse the effect of active-breaks on students' behaviour. The research lasted three weeks and included two second classes of the primary school “G.Pascoli” - "N.Rezzara" comprehensive institute of Carrè (Vi). The study involved an experimental group that have taken part on a active-breaks program, and a control group. The choice was to include the Active-breaks, between the fourth and fifth hour, after the short break. In the 20 minutes before and after the break, the behaviour of the pupils was observed using observation forms. The Direct Behavior Rating (DBR) scale has been used to observe the individual behaviour of three studens per group, while the Classroom Behavior and Assets Survey Teacher made it possible to analyse the behaviour of the whole class. Students were selected by filling in the DBR for each student in the two classes (experimental and control). The data were then compared and three pairs with approximately the same levels of the three observed behavioural parameters were formed. The results of the DBR scales showed that individual pupils increased the percentage of time of task-oriented and respectful behaviour, and decreased disruptive behaviour, especially for pupils with more difficult behaviour. The second scale also showed how active-breaks decreased the proportion of inattentive and unmotivated pupils and increased the number of pupils who collaborated and produced high quality work. Finally, the questionnaires administered to pupils and teachers showed that the acrive-breaks were pleasant moments and helped to reduce pupils' and teachers' fatigue and stress. The limitations of the research were the small sample of participating pupils and teachers and the limited time devoted to the experiment. Also the teachers' observation, although favoured by the observation forms, may not always have been objective and therefore may have influenced the research data. At the end of the research it can be argued that active-breaks are definitely a way to help pupils and teachers improving the classroom climate and their own psychophysical well-being. It is important to underline that these practices do not solve the behavioural problems of the classroom, but they can be an efficient strategy to increase task-oriented behaviour and have a better teaching-learning process.
I bambini dovrebbero svolgere, secondo le linee guida dell'Organizzazione Mondiale della Sanità (OMS), almeno 60 minuti al giorno di attività fisica moderata-vigorosa per evitare il rischio di malattie metaboliche e cardiovascolari. Le ricerche internazionali (COSI,2020) e nazionali (OKkio alla Salute, 2019) dimostrano come la condizione motoria di bambini, adolescenti e adulti sia preoccupante e sicuramente migliorabile. La scuola rappresenta un contesto fondamentale per condurre interventi di promozione dell'attività fisica e contrasto dei comportamenti sedentari. L’attività fisica, oltre ad avere dei benefici strettamente legati alla salute, come riportato da OMS e dalle “2008 Physical Activity. Guidelines for Americans”, contribuisce allo sviluppo motorio, potenziando le strutture e le connessioni neuromuscolari. Inoltre, diversi studi evidenziano come il movimento possa influire sul benessere psicofisico (depressione e stress) (Jin, 1992, Scott, 2020), e in ambito scolastico lo svolgimento di attività fisica moderata-vigorosa può migliorare il comportamento, l’attenzione, la concentrazione e la memoria (Latino & co., 2020, Bulma & Lipowskam, 2018, Pento, 2010). Le pause attive (PA), sessioni di 10 minuti di attività fisica, costituiscono una metodica ormai affermata e supportata scientificamente in ambito scolastico a livello internazionale. Esse consentono di alternare opportunamente i momenti di impegno cognitivo previsti nella didattica e quelli di impegno fisico-ricreativo, fisico-cognitivo, attentivo e mnemonico (Bertinato, 2020). La ricerca effettuata si inserisce all’interno del quasi-esperimento, che consiste nel sottoporre a verifica sperimentale l’introduzione di un fattore, ma senza tenere sotto controllo tutte le variabili che intervengono nella situazione da studiare (Coggi e Ricchiardi, 2005). Lo scopo dello studio è stato analizzare l’effetto delle Pause Attive sul comportamento degli studenti. La ricerca ha coinvolto per 3 settimane due classi di seconda primaria del plesso G.Pascoli, facente parte dell’Istituto Comprensivo “N.Rezzara” di Carrè (Vi). Lo studio ha incluso un gruppo sperimentale che ha eseguito le Pause Attive, e un gruppo di controllo. La scelta è stata quella di inserire le pause attive, tra la quarta e la quinta ora, dopo la pausa ricreativa breve. Nei 20 minuti prima e dopo la pausa sono stati osservati i comportamenti degli alunni delle due sezioni, tramite schede osservative. Mediante la scala del Direct Behavior Rating (DBR), sono stati osservati i comportamenti dei singoli individui (3 per la classe sperimentale e 3 per quella di controllo), mentre il Classroom Behavior and Assets Survey Teacher ha permesso di analizzare i comportamenti dell’intera classe. I risultati delle scale hanno evidenziato come gli alunni abbiano aumentato la percentuale di tempo di comportamenti orientati al compito (on task) e rispettosi, e diminuito quelli dirompenti, soprattutto per gli alunni con un comportamento più difficile. Inoltre, i dati raccolti hanno dimostrato come le PA abbiano diminuito la parte di alunni disattenti e poco motivati e ad aumentato la collaborazione e i lavori di alta qualità. Infine, i questionari somministrati ad alunni e insegnanti hanno dimostrato come lo svolgimento delle PA siano stati dei momenti piacevoli ed abbiano aiutato a diminuire la stanchezza e lo stress degli alunni e delle insegnanti. I limiti della ricerca sono stati sicuramente il campione ridotto di alunni e insegnanti partecipanti e il tempo limitato dedicato alla sperimentazione. Al termine della ricerca si può sostenere come le PA siano sicuramente un mezzo per aiutare alunni ed insegnanti a migliorare il clima di classe, il processo di insegnamento-apprendimento e il proprio benessere psicofisico.
Intervento con un protocollo di Pause Attive in una classe seconda della scuola primaria. Effetti di un programma di active-breaks sul comportamento orientato al compito
OSSATO, ANDREA
2021/2022
Abstract
According to World Health Organisation (WHO) guidelines, children should engage in at least 60 minutes of moderate-to-vigorous physical activity per day to avoid the risk of metabolic and cardiovascular diseases. International and national research (COSI,2020 and OKkio alla Salute, 2019) shows that the motor condition of children, adolescents and adults is worrying and can certainly be improved. Schools represent a fundamental context to promote physical activity and reduce sedentary behaviour. Physical activity, in addition to its health benefits, as reported by WHO and the “2008 Physical Activity. Guidelines for Americans”, contributes to develop neuromuscular structures and connections. Others studies show that movement can influence psychophysical well-being (depression and stress) (Jin, 1992, Scott, 2020) and in school environment it can improve behaviour, attention, concentration and memory (Latino & co., 2020, Bulma & Lipowskam, 2018, Pento, 2010). Active-breaks, 10-minute sessions of physical activity, are an internationally established and scientifically supported method in schools. They make it possible to alternate the moments of cognitive engagement foreseen in teaching and those of physical-recreational, physical-cognitive, attentional and mnemonic engagement (Bertinato, 2020). This study used a within-subjects experimental design, which consists in testing the introduction of a factor, but without controlling all the variables involved in the situation to be studied (Coggi and Ricchiardi, 2005). The aim of the study was to analyse the effect of active-breaks on students' behaviour. The research lasted three weeks and included two second classes of the primary school “G.Pascoli” - "N.Rezzara" comprehensive institute of Carrè (Vi). The study involved an experimental group that have taken part on a active-breaks program, and a control group. The choice was to include the Active-breaks, between the fourth and fifth hour, after the short break. In the 20 minutes before and after the break, the behaviour of the pupils was observed using observation forms. The Direct Behavior Rating (DBR) scale has been used to observe the individual behaviour of three studens per group, while the Classroom Behavior and Assets Survey Teacher made it possible to analyse the behaviour of the whole class. Students were selected by filling in the DBR for each student in the two classes (experimental and control). The data were then compared and three pairs with approximately the same levels of the three observed behavioural parameters were formed. The results of the DBR scales showed that individual pupils increased the percentage of time of task-oriented and respectful behaviour, and decreased disruptive behaviour, especially for pupils with more difficult behaviour. The second scale also showed how active-breaks decreased the proportion of inattentive and unmotivated pupils and increased the number of pupils who collaborated and produced high quality work. Finally, the questionnaires administered to pupils and teachers showed that the acrive-breaks were pleasant moments and helped to reduce pupils' and teachers' fatigue and stress. The limitations of the research were the small sample of participating pupils and teachers and the limited time devoted to the experiment. Also the teachers' observation, although favoured by the observation forms, may not always have been objective and therefore may have influenced the research data. At the end of the research it can be argued that active-breaks are definitely a way to help pupils and teachers improving the classroom climate and their own psychophysical well-being. It is important to underline that these practices do not solve the behavioural problems of the classroom, but they can be an efficient strategy to increase task-oriented behaviour and have a better teaching-learning process.| File | Dimensione | Formato | |
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https://hdl.handle.net/20.500.12608/11764