Faculty Perspectives of Classroom Physical Activity Breaks : A Cross-Sectional Study

Abstract

Current evidence shows health benefits using physical activity breaks (PABs) in educational environments. However, university students spend much of their day in settings that promote sedentarism. This study aimed to analyze and explore university students' perceptions, attitudes, and barriers of PABs within the university setting. A cross-sectional study was conducted at a midwestern public university using an online survey sent via email. The survey was based on results from a literature review on the topic. A total of 525 students (5.3% response rate) answered the survey. Data was analyzed using descriptive statistics. Most participants were undergraduate students (86.7%), followed by graduate students (6.3%). The average age of the respondents was 21.7 years, and the majority was female (80.0%) and white (91.8%). About 1/5 of the students reported using PABs while in college. Students consider it very important to break up prolonged sitting (average 8.1, 0 to 10 scale) and enjoy classroom PABs (average 8.1, 0 to 10 scale). Students mentioned that curricular demands, time, and space were common barriers to PABs. Overall, almost all students had a positive perspective of PABs. This type of activity should be broadly implemented in university classrooms to promote well-being and positive health behaviors.