Examining the influence of teacher behavior and curriculum-based movement breaks

Alicia L. Fedewa, Colleen Cornelius, Heather E. Erwin, Soyeon Ahn, Claire Stai

Research output: Contribution to journalArticlepeer-review


Little research has explored the impact of teacher behavior in the relationship between classroom movement breaks and student outcomes. The authors' primary purpose was to explore teacher behavior during classroom movement breaks to determine if teacher behavior served as a moderating variable in the relationship between physical activity and student achievement. The second major aim was to examine these relationships across two different types of movement breaks: (a) academic-content movement breaks and (b) aerobic-based movement breaks. Children (n = 466) in Grades 3–5 from four elementary schools served as participants in the study. Results found that teachers who encouraged students to move and teachers who moved themselves did not necessary have students with higher activity levels during the movement breaks. However, significant differences across the type of movement break provided were found. Implications and limitations are discussed.

Original languageEnglish
Pages (from-to)584-593
Number of pages10
JournalJournal of Educational Research
Issue number5
StatePublished - Sep 3 2018

Bibliographical note

Publisher Copyright:
© 2018, © 2018 Taylor & Francis.


  • Children
  • exercise
  • physical activity
  • school

ASJC Scopus subject areas

  • Education


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