Inclusive physical activity breaks for intermediate students

Abstract

As students move through the school system their time spent being physical activity (PA) decreases. Addressing this increased stagnation and sedentary behaviour for intermediate students by incorporating PA breaks teaches the importance of self-regulation and teaching learners holistically. This applied project promotes inclusive PA breaks in intermediate classrooms. Using PA breaks that focus on fundament movement skills (FMS) increases PA time of intermediate students and decreases sedentary behaviour. This has a positive impact on students’ physical, mental, social, and emotional health. Intermediates educators can use professional development and in-service presentations to support incorporating inclusive PA breaks in their day-to-day practice and helps overcome barriers such as lack of equipment/facilities, loss of instructional time, management of transitions, teacher education, and lack of student engagement.