Chapter 1: INTRODUCTION

District Demographics.

Westside Community Schools is a landlocked district in the center of Omaha.

The district vision states; Westside Community Schools will relentlessly pursue

innovative educational ideals and promise to personalize learning for every student. We

invite the challenge of developing a community of learners who embrace a broader, richer

definition of success.

Our mobility rate has stayed around 6% from 2010-2015, with the highest rate

being 7.87%, which was the 2011-2012 school year, and the lowest rate being 5.45%,

which was the 2012-2013 school year. Our mobility rate has remained lower than the

state mobility rate, which averages around 12%, since 2010.

As shown in the graph, as a district our highest percentage of ethnicity is white,

which well surpasses all other ethnicities in our district. Our next highest percentage
would be our African American culture, which is closed followed by our Hispanic

culture.

Over the years our free and reduced lunch numbers have steadily increased with

our highest percentage of 31.9% for the 2014-2015 school year. Looking at the data, the

state and district needs have both steadily increased each year.

Our district as a whole has been considered a failing district according to AYP for

the past two consecutive school years. To be considered a passing district that would

mean that 100% of our students at the Elementary, Middle, and High School level would

need to pass NeSA Reading and Math.

School Demographics.

Westgate Elementary School is located near 84th and Center Street. More than

300 students attend Westgate in grades Kindergarten through 6th. Staff members of

Westgate Elementary are committed to teaching the Boys Town Social Behavior Skills

model. The mission of Westgate Elementary is to educate each child to achieve his/her

full potential in collaboration with school, family, and community. More than 50% of
students qualify to pay free or reduced lunch prices, so Westgate qualifies for Title I

funding. Our percentage of students that receive free and reduced lunch is higher than

both the district and state percentages. Like the state and district, the need for free and

reduced lunch has steadily increased each year; with our highest need being 58% in the

2014-2015 school year. Westgate supports a diverse community of students; our highest

population is white students, and with African American students being our next highest

population, much like the district statistics. Westgate has been considered a failing

school according to Federal Accountability AYP (adequate yearly progress) for the last

two consecutive school years. The goals for Westgates school improvement plan are:

All students will improve reading comprehension and all students will improve math skill

and concepts. School wide interventions are being implemented as we work toward our

goal.

Classroom Demographics.

Our school is an inclusive school so all students are in the general education

classrooms. As a Special Educator I go into the general education classrooms, I

conducted my study in a Kindergarten classroom. Our building has connecting rooms, to

get to one room you must walk through another room to enter. As mentioned above our

school is all inclusive, but we strategically place our Special Education students into

classrooms with like abilities to provide services for these students. We flex group in

Math, Reading, and Writing; we pre-test on all topics; and we place students into ability

groups, and then plan interventions based on needs. When walking into the Kindergarten

Classroom you will see a table for each student, a kidney shaped table at the front of the

room, where the classroom teacher pulls small groups, and a kidney table at the back of
the room where I work with small groups. We have a connecting room for where the

children go for reading groups and Free-play centers. We have our Boys Town behavior

skills posted on the walls, and instructional posters, based on the topics covered in class.

You will also see an Ipad cart in each of the classrooms; each student has their own Ipad.

The data for my research will be collected before math time each school day.

Philosophy.

In the world of Special Education I feel that the most important aim is Inclusion.

In 1975, The Education for All Handicapped Children Act was passed to ensure children

with disabilities are given the opportunity to receive a public education (Karagiannis,

1996). The 2014-2015 school year was the first year that my school, Westgate

Elementary, has fully implemented inclusion; in our building inclusion means that all

students were in the general education classroom with same age peers, and are given

supports within the General Education classroom. I have two specified grade levels and I

co-teach during all of the core subject areas in each grade level, the core subject areas

include Reading, Writing, and Math. I also plan and implement support for children that

need one on one assistance. I feel that inclusion is very important when recognizing

diversity in our school children are not placed in different rooms based on their ethnicity

or religion, so I believe that they should not be placed into a special classroom based

on their intelligibility level or physical handicaps. Some research has shown that

inclusion may improve learning and academic performance for all students. Children also

have and opportunity to learn to accept individual difference and to overcome

misconceptions about disabilities (Karagiannis, 1996).

 I believe that every child learns differently and it is our job as educators to

identify and provide what each child needs to be a successful learner. It is important to

provide the child with the least restrictive learning environment so that we as educators

are giving the children an opportunity to learn among other same age peers, in an

environment that is inclusive for them.

My philosophy of teaching best aligns with Robert Gagne (1985), who believed

that there are five categories of learning outcomes. His five categories align well with

Blooms Taxonomy which Westside Community schools has adopted for developing five

point objectives which are used for lesson planning. Gagns work focuses on intentional

or purposeful learning, which is the type of learning that occurs in school or specific

training programs. He believed that events in the environment influence the learning

process. His theory identifies the general types of human capabilities that are learned.

These capabilities are the behavioral changes (learning outcomes) in a learner that a

learning theory must explain. Once the learning outcomes are identified, an analysis of

the conditions that govern learning and remembering can occur (Gagn, 1985). For

example, a learner who is participating in a situation where the conditions are right for

learning, then he or she will experience the five categories of learning outcomes that

include the human capabilities of intellectual skills, verbal information, cognitive

strategies, motor skills, and attitudes.

Background of the Problem.

As educators we know all of our students have different needs, but one need all

students have is the need to move. Statistics show that children should be moving for 60
minutes a day. Exercise increases attention to various cognitive tasks and can help

academic performance (Ipock & Camahalan 2015).

In recent years there has been a shift in classrooms from child centered teaching, focusing

on the childs needs, to test centered teaching, focusing on the test content. This shift has

significantly reduced the opportunities for children to be able to move and be active

throughout the school day. It is common in the beginning of the school year to have a

high rate of students participating in lessons, discussions, and other learning activities. As

time passes, students shift from sitting up straight and being attentive to slumping and

laying heads on desks. We often see participation dwindle from the beginning to the end

of the day (Ipock & Camahalan 2015).

My rational for doing this research is to see how brain breaks impact students in

the classroom; academically, behaviorally, and affectively.

The observations that led me to this research are noticing how students act

through out the school day, how their attentiveness and motivation decreases through out

the school day. There is a huge impact on students both physically and mentally when

they are required to sit for long periods through out the school day, and not given

opportunities to release energy and move around. These observations have lead me to

want to research the important of brain breaks through out the school day.

Problem Statement.

My concern is lack of student engagement and attentiveness throughout the

school day, and how providing brain breaks might increase student engagement. With the

shift in our schools to focus heavily on academic achievement, it is important that we are

providing movement strategies so that students can be focused on the academic tasks. I
have a strong bias in this area, but will bracket my bias so that accurate findings can be

generated.

Purpose Statement.

The purpose of this mixed methods study is to determine the impact brain breaks

have on student engagement in the classroom. The intent of this study to is determine

how brain breaks may increase academic readiness, promote positive on task behaviors,

and get feedback from the students as to whether they like brain breaks throughout their

school day.

Innovation.

One change I would like to see in the classrooms is the use of meaningful brain

breaks before math time, strategically planning the type of movements the students will

participate in, and making sure that all students are getting an opportunity to move during

this time. Currently teachers will provide breaks during each academic area, but this

time is often used to sharpen pencils or get a drink of water, I would like to see students

participating in breathing techniques, or relaxation strategies. Give the students an

opportunity to not prepare for whats coming next, a chance to relax their bodies to be

ready for the next academic task. The classroom teachers and myself will be responsible

for providing meaningful brain breaks before math time each day. I will ensure

involvement by planning breaks with the classroom teachers, and teaching students

movement, breathing, and relaxation techniques during these brain break times.

Significance.

The research in brain breaks does show profound impacts on student engagement

throughout the school day. This occurs by providing students with opportunities to move
around ad relax, without having to prepare for the next academic task. Students who have

the opportunity to move around are shown to have higher achievement scores, and their

behavior is better managed throughout the school day.

Definition of Terms

(Academic Readiness) On-task behavior: Verbal or motor behavior that

followed the class rules and was appropriate to the learning situation (Mahar

2006).
Off-task behavior: Any behavior that was not on task and was coded as either

motor off-task, noise off-task, or passive/other off-task (Mahar 2006)

Assumptions

Students come from all different backgrounds, and have many different learning styles

including kinetic, auditory, and visual. Some students may not enjoy participating in

breathing techniques, or dancing and moving. Doing research to see the impact of brain

breaks in the classroom is essential to how movement and relaxation influences academic

and behavior needs.

Limitations

Space will be a limitation in this research project; we will be conducting these

rain breaks in the classroom, which only allows for limited movement due to classroom

furniture and amount of students in the classroom. Time will also be a limitation; we will

only have 3-5 minutes (each time) for students to participate in brain breaks, to ensure

that we allow adequate time for academics. Comfort level may also be a limitation, some

students may not want to dance or move, or they may not like the song that was chosen.

Delimitations.
 I will only be collecting data for 6-8 weeks, so this may give me limited feedback

as to how brain breaks impact the students academic readiness. I am also conducting this

study at the beginning of the year, and research has shown that on average students are

more engaged and eager to learn at the beginning of the school year, so I may have

different results if I were to conduct this research during the springtime.

Research Questions.

Primary Question.

How do brain breaks impact student learning?

Guiding Questions.

How do brain breaks impact academic readiness?

How do brain breaks impact behavior in the classroom?

What do students like/ dislike about brain breaks in the classroom?

Chapter 2: Literature Review

In the past few decades educators have explored many of the findings from

neuroscience research and applied them to the classroom with claims of improved

learning (Spaulding, Mostert, & Beam, 2010). The number of programs based on how the

brain works best continues to increase, and many teachers are welcoming these

innovations and adopting them in their teaching practice (Ansari, 2008). The brain is a

highly complicated organ that thrives on movement, according to Hannaford (1995, as

cited in Norman, 2003, p. 21 in Weslake & Christian 2015). The concept that learning is

not simply a mental skill, but also encompasses movement and the senses is slowly being

developed and researched (Dennison, 2010). Since children spend the majority of their

day at school, the school environment is an appropriate setting in which to incorporate

brain breaks, short physical activity breaks from the classroom curriculum, and provides

a good setting for children to be physically active (Mahar 2006). The Centers for Disease

Control and Prevention (2010) stated that in 2006 only 4% of the U.S. elementary schools

provided physical education everyday for all students in all grades (Turner 2014).

Physical movement brain breaks are the most commonly used, but there is less evidence

that compares different types of brain breaks and their effectiveness in promoting student

refocus after the brain break is complete. (Westlake & Christian 2015)

How do brain breaks impact academic readiness?

Turner 2014 states, Teacher-directed classroom-based physical activity

interventions can improve student physical activity, on-task behavior, and academic skills

This claim is supported by Erwin 2006. Studies have consistently demonstrated that

physical activity is associated with improved cognitive skills, academic achievement, and

academic behavior (GoNoodle 2010). Exercise increases attention to various cognitive

tasks and can help book academic performance (Murline, Prater & Jenkins, 2008).

Exercise does more than build muscles and help prevent heart disease. New science

shows that it also boosts brainpower. Brain volume, like blood volume, increases with

exercise. The results have been startling: On standardized tests, the children in Movement

Matters have dramatically outscored students in classes in which the program wasn't

offered (McIlroy, 2009,). Enhanced learning through movement (educational

kinesiology) increases the oxygen in the bloodstream and leads to improved

concentration, which enhances childrens readiness to learn. If these movements are

structured then the whole mind-body system is activated. This stimulates the nervous

system across the whole brain (Teaching Expertise, 2004). Children successfully learn
when the information they receive is given in smaller quantities, and at regular intervals.

Expecting children to focus for extended periods without a break is unreasonable, which

is why brain breaks are so popular. This approach keeps the brain active and alert

(Weslake & Christian, 2015). McIlroy (2009) states, "It appears that academic

performance proceeds at a faster rate when exposed to physical activity." Physical brain

breaks scored high on enjoyment but low on length of refocus time; relaxation/breathing

brain breaks ranked low on enjoyment but high on length of refocus time. Mathematically

related brain breaks with a moderate level of physical activity ranked both high on

enjoyment and high on length of response time (Weslake & Christian 2015) Another

cross-sectional study involving eight thousand schoolchildren found that academic

ratings were significantly correlated with exercise levels and with performance on

physical fitness tests (Dwyer, 2001). A cross-sectional study conducted in 2002 by the

California Department of Education demon- strated a strong association between physical

fitness and academic performance (CDE 2005 in Sattelmair & Ratey, 2009.)

How do brain breaks impact behavior in the classroom?

Herbert Spencer, an English Philosopher, proposed this theory in 1898. This

theory suggests that there is a surplus of energy that accumulates when one is sedentary

for a long period of time. Physical activity is needed to blow off steam to use up the

surplus energy (Turner, 2014). Murline, Prater, and Jenkins (2008) explain that keeping

students with ADHD from exercise can cause problems in the classroom. Physical

activity presents a physiological stress to the brain that, when balanced with recovery,

promotes adaptation and growth, preserves brain function, and enables the brain to

respond to future challenges (Sattelmair & Ratey 2009.) Schools in Finland have 15
minutes of play after every hour of class, and students there regularly outperform kids

from around the world in international education studies, Dr. Ratey points out. "There is a

wave of awareness about the positive effect of exercise on the brain, and in specific

executive functions." Dr. Ratey's theory is that exercise warms up the brain circuitry

involved in executive functions, priming it for action. In the study Cameron tried running

with a class of children with serious behavior problems, and found that the exercise led to

big improvements in how they handled themselves in school. (McIlroy,2009.). Physical

brain breaks have a vigorous physical component. Incorporating a physical element into

brain breaks gives students an opportunity to alleviate stress, improve physical fitness,

and develop fine and gross motor skills (Teaching Expertise, 2004). Dent (2003) also

recommends deep breathing and visualization in the classroom to maintain focus and

increase student well-being. Breathing exercises are often coupled with stretching

exercises such as neck rolls to relieve stress and relax students (Dennison & Dennison,

2004). (Weslake,& Christian, 2015). Weslake and Christian (2015) states, In order to

foster beneficial learning during and after brain breaks, activities should be at the

childrens ability level and be fair, as both these factors have the potential to affect

students ability to refocus on the given tasks afterwards. On-task behavior was

measured by direct observation. Third grade classrooms compared time on-task before

and after students participated in an active lesson and an inactive lesson. Students had

small, but not statistically significant, increases in time on-task after an active lesson.

However, there was a significant decrease in time on task after students participated in an

inactive lesson. The authors concluded that participation in active school lessons can

prevent declines in on-task behavior among students (Rasberry, 2013),

Do students like/ dislike brain breaks in the classroom?

Throughout the implementation, we have seen students gradually en gage to the

idea of learning in motion. The students started the long division unit/lesson with many

anxieties regarding exercising in front of their peers. It was motivating to watch students

attitude improve towards incorporating physical activity within the classroom learning

activities (Camahalan & Ipock 2012). Most students reacted positively to the movement

breaks, however, two of my students continued to be embarrassed about being up and

moving around. Both of these students are overweight and were not comfortable with

their bodies. We often allowed these girls to do the exercises in the back of the classroom

to avoid feelings of discomfort. It is very important to continue to be sensitive to the

emotional needs of students when asking them to step outside of their comfort zone

(Camahalan & Ipock 2012). When asked to indicate their preferred activity type, 8% of

children chose relaxation and breathing brain breaks, 36% chose mathematical concept

brain breaks, and the remaining 56% chose the physically active brain breaks as their

favorite. However, when students were asked which activity type was easiest to refocus

after, the order changed to 24% responding with relaxation brain breaks, 36% with

physically active brain breaks and 44% with mathematical concept brain breaks (Weslake

& Christian 2015).

Writers Connection.

I have found that this research aligns with my beliefs about Brain Breaks.

Research has shown that brain breaks have a positive impact on academic readiness in the

classroom (McIlroy,2009) states, "It appears that academic performance proceeds at a

faster rate when exposed to physical activity." When children have the opportunity to

move around their brains have an opportunity to regain focus. This research has lead me

to seek out finding as to whether different types of brain breaks impact student readiness,

I implemented three different types of brain breaks, and observed how students recover

and show academic readiness after each type of break. Research has also shown a

positive impact on behavior. Physical activity presents a physiological stress to the brain

that, when balanced with recovery, promotes adaptation and growth, preserves brain

function, and enables the brain to respond to future challenges (Mattson 2004 in

Sattelmair & Ratey 2009 ). This research guided me to seek out finding about how break

breaks impact behavior, research has shown positive trends, but does the type of breaks

also have an impact on student behavior? Through physical activity, the brain has a

chance to balance, and recover from academic demands. When given time for breaks

students are able to prepare for the next academic tasks ahead. Asking students to sit for

long periods of time is unreasonable for students, and could lead to negative behaviors

displayed by students, The authors concluded that participation in active school lessons

can prevent declines in on-task behavior among students (Rasberry 2013). Throughout

the implementation, we have seen students gradually engage to the idea of learning in

motion (Camahalan& Ipock 2012). Research has shown that students feel positive about

brain breaks. Through research gained feedback from students about how the breaks

made them feel, and if they enjoyed the brain breaks.

Chapter 3: Research Design and Methodology

Purpose of Research Action.

 The overall purpose of my research was to examine best practices in the

classroom; I specifically researched how brain breaks impact students readiness,

behaviors, and affect. The purpose of this mixed methods study was to determine the

impact brain breaks have on student learning in the classroom. The intent of this study

was to is determine how brain breaks may increase academic readiness, promote positive

behaviors, and get feedback from the students as to whether they like brain breaks

throughout their school day.

Worldview.

My worldview for this project was pragmatism; the focus of this study was to

produce a desired solution.

Research Tradition.

I used concurrent mixed methods for this research; I collected data using both

qualitative and quantitative research methods.

Specific Research Design/ Methodology.

I used qualitative data through the use of narrative research; I utilized a protocol

sheet to gain student feedback about the use of brain breaks in the classroom. I also used

quantitative data through the use of teacher observations after brain breaks were

implemented.

Group A O1 ---------- X1---------- O2

Group A O2 -----------X2---------- O3

Group A O3 -----------X3---------- O4

Group A O4 -----------x4----------- O5

Group A O5 -----------x5----------- O6
 Group A O6 -----------x6----------- O7

Data collection Tools

The data collection involved teacher observations and anecdotal notes analyzing

student behaviors and protocol to collect student feedback.

Sampling Design.

For my research study I used a simple random sample. I collected data on one

Kindergarten class, all students were observed and I collected feedback from all students

through the use of protocol.

Reliability.

Brain Break implementations were done over a six-week time period. Inter-rater

reliability was an issue as I was the only facilitator; I used a pre-constructed rubric (or

protocol) for student feedback.

Validity.

A criterion for validity was based on the Andersen System (1994 in Mills, 2014).

Democratic Validity- an entire Kindergarten class was used

Outcome Validity- data drove how brain breaks were incorporated into to classroom, to

provide positive outcomes for all students.

Process Validity- the study was conducted over 6 six weeks, breaks were planned and

implemented at the same times throughout the 6 weeks.

Dialogic Validity- the results of my study were shared with my grade level partners,

building wide at PLCs, and with my students.

Action Research Steps and Timeline.

Project Proposal Submit Proposal to

 Principal: Amanda Moon

District Rep: Mark Weichel

Week 1 Collect Data through Observation and
Notes
Breathing Breaks
Week 2 Collect Data through Observation and
Notes
Movement Breaks
Week 3 Collect Data through Observation and
Notes
Math Movement Breaks
Week 4 Collect Data through Observation and
Notes
Breathing Breaks
Week 5 Collect Data through Observation and
Notes
Movement Breaks
Week 6 Collect Data through Observation and
Notes
Math Movement Breaks
Present Action Research Present Data- PowerPoint

Ethical and Cultural Considerations.

**I have completed the Ethical Training of Human Subjects through the

National Institutes of Heath. My certificate is included in Appendix A.

In this study the paradigms of high and low context and behavior needs were addressed.

Students were monitored and encouraged to participate in brain break activities. Students

come to school with different kinds of background experiences that may impact their

mood or behavior; all incoming behaviors were be monitored and considered.

DATA COLLECTION

Introduction

The purpose of this action research study was to explore how brain breaks impact

student learning. I examined how brain breaks impact academic readiness, and behavior
in the classroom. I also examined what students like or dislike about brain breaks in the

classroom through the use of a protocol sheet.

Data Collection Matrix

I collected data using qualitative and quantitative techniques. When measuring

academic readiness I used quantitative data collection, I timed minutes elapsed from the

end of transition, to every student showing academic readiness. I used a rating scale to

gauge student enjoyment and gain student feedback about the brain breaks. I also

observed how students recover after break; I took anecdotal notes to record student

behaviors, which was qualitative data. I used three types of data sources, which were

student surveys, teacher notes, and timers (teacher observations). I was a privileged

active observer; I was co-teacher in the classroom, while collecting data.

Data source 1: Data Source 2: Data Source 3:

Guiding Question: Timer Teacher Anecdotal Notes

How do brain Observations

breaks impact (Tallies)

academic readiness?
Guiding Question: Anecdotal Notes Teacher Written Survey

How do brain Observations

breaks impact

behavior in the

classroom?
Guiding Question: Written Survey Teacher Anecdotal Notes

What do students Observations

like/ dislike about (Tallies)

brain breaks in the

classroom?

Triangulation of Data

One primary question and three guiding questions were answered through the

course of my research project. The guiding questions and explanations of each data

source are described below.

Guiding Question #1: How do brain breaks impact academic readiness?

1. I collected data through the use of a timer to measure amount of time elapsed from

the end of brain break for the students to show academic readiness or on-task

behaviors.
2. I made observations of on-task behavior
3. I recorded teacher anecdotal notes to identify evidence of on- task behavior

Guiding Question #2: How do brain breaks impact behavior in the classroom?

1. I recorded teacher anecdotal notes to identify student behavior post brain breaks
2. I made observations of student behavior during brain breaks.
3. I conducted individual short questionnaires to further identify students behavior

after movement. The short questionnaires included one item.

Guiding Question #3: What do students like/ dislike about brain breaks in the

classroom?

1. I conducted individual short questionnaires to further identify students

behavior after movement. The short questionnaires included two items.

2. I made teacher observations of student interest during brain breaks.
3. I recorded teacher anecdotal notes to identify to interest during and post brain

breaks.
Data Analysis

This action research project focused on the impact brain breaks have on student

learning. Three possible factors were studied: impact on student academic readiness,

student behavior, and student feedback about brain breaks. Teacher observations,

anecdotal notes, and student surveys were used to gather information and collect data.

Teachers observations and anecdotal notes were coded for themes, which are presented

in the finding section. Themes are arranged from most frequently observed to least

frequently observed. Survey findings are calculated and graphed to display student

feedback.

A double bar graph was used to depict tallies of academic readiness. A pie chart

was used to show interest of students during and post brain breaks. Means of student

likert scale were calculated and a double bar graph was used to depict the comparisons of

how brain breaks affected student behavior and what kind of brain breaks students

preferred. Anecdotal notes were used to further examine themes found.

Chapter 4 Findings and Discussion

Findings

The purpose of this mixed methods study was to explore the impact of

brain breaks on student learning. I specifically wanted to explore the impact of brain

breaks on students academic readiness, behavior, and gauge student interest about brain

breaks in the classroom. For my study, I used qualitative data through the use of narrative

research; I utilized a protocol sheet to gain student feedback about the use of brain breaks

in the classroom. I also used quantitative data through the use of teacher observations

(tallies) after brain breaks were implemented.

 A Steps to Action Chart is shown below. This chart details the

summary of findings of research questions, recommended action

targeted to findings, who is responsible for the action, who needs to be

consulted or informed, who will monitor/collect data, timeline, and

resources.

Summary of Recommended Who is Who Who will Timelin Resourc

findings of action targeted responsib needs to monitor/c e es
research to findings le for the be ollect
questions action? consulte data?
d or
informed
?
1.0 How does Continue Classroom Classroom Classroom Ongoing GoNoodle
brain breaks in implementing Teacher Teacher Teacher Brain
the classroom brain breaks in Parent(s) Breaks
impact students the classroom. Students
academic Continue to do
readiness during this by practicing
class time? implementing
1.1 Brain Breaks Math Based rain
in the classroom Breaks.
have a positive Continue to
impact on student maintain the
learning by following criteria:
decreasing off- brain breaks are
task behavior. brief in duration,
1.2 Brain Breaks require small
in the classroom space, and no
have a positive special
impact on student equipment
learning by needed.
increasing
students
attention/focus
during class time.
2.0 How do brain Continue Classroom Classroom Classroom Ongoing Math-
breaks in the implementing Teacher Teacher Teacher Based
classroom impact brain breaks in Principal Brain
students the classroom. Grade Breaks
behavior? Continue to do Level
2.1 Brain breaks this by practicing Partners Protocol
in the classroom brain breaks.
reduced students Continue to
stress, decreased maintain the
tension, and following criteria:
improved mood. movement brain
2.2 Brain breaks breaks are brief
in the classroom in duration,
had a positive require small
impact on space, and no
students special
behavior. equipment
needed.
3.0 How do brain Continue Classroom Classroom Classroom Ongoing Moveme
breaks affect implementing Teacher Teacher Teacher nt Brain
students in the brain breaks in Parent(s) Breaks
classroom the classroom, Students
3.1 Math Based but implement Student
brain breaks had brain breaks Protocol
a positive impact based on subject
on student area (Ex: Math,
behavior and Reading breaks)
academic Continue to
readiness maintain the
3.2 Brain Breaks following criteria:
in the classroom brain breaks are
did not have a brief in duration,
negative impact require small
on students space, and no
mood or behavior special
equipment
needed.
 Participation
Non
Participation

Participation
Non-
Participation

Day 1 Day 2 Day 3 Day 4 Day 5

Attention/ Focus: Teacher observations through the use of tallies, anecdotal notes and

student protocol were used to collect data on the impact of brain breaks on student

learning. Tallies were recorded during brain breaks and post brain breaks. Tallies were

coded participation vs. non-participation during brain breaks and on-task vs. off-task

behavior post brain breaks.

 Participation
Non-
Participation

Day 1 Day 2 Day3 Day 4 Day 5

Participation
Non
Participation
90
80
70
60
Participation
50
Non-
40
Participation
30
20
10
0

Participation
Non-
Participation
 According to the bar graphs above it shows that the students participated the most

during Math brain breaks. Both times that Math breaks were implemented had the highest

amount of participation. According to the bar graphs breathing breaks had the lowest

amount of participation, and the highest amount of non-participation.

After looking at the bar graphs above it was apparent that breathing breaks had

the least amount of participation. Examples of non-participation included students not

doing the breathing strategies along with the videos, talking with their peers, or moving

around during still breathing times. The highest amount of participation was during the

math based brain breaks, students followed along with the counting patterns and

movements in the videos. A few examples of participation during these videos was

counting along with the video and doing the movements that went along with the

counting. Both weeks that math breaks were implements had the highest participation and

the lowest non-participation amounts.

25

20

15
Yes
10 No

0
Do the breaks help you stay on Track in Your classroom?

The bar graphs shown below depict the student survey answers. Surveys were

given individually at the end of the week after each brain break had been implemented.
The questions were read to the students, but they circled the answer on their own. Since I

collected data in Kindergarten I used a happy face to depict yes and a sad face to depict

no. The data shows that overall students enjoyed all of the brain breaks in their

classroom, but Math Based brain breaks had the highest rating for helping them stay on

track. Breathing breaks had the highest amount of nos in both staying on track, and if

they would like that kind of break in their classroom again, which shows that this was the

least preferred type of brain break.

25

20

15
Yes
10 No

0
Do the breaks help you stay on Track in Your classroom?
 25

20

15
Yes
No
10

At the end of each brain break I set a timer to measure the amount of time elapsed

for all students to show academic readiness. Academic readiness meant that the children

are sitting in their square on the carpet with their legs criss-cross and their hands in their

laps. The timer stopped once all students showed academic readiness. Overall there was

not a huge difference between the amount of time elapsed after Math breaks and

Movement breaks, but as the graph depicts, Breathing breaks took on average almost a

minute longer for all students to show academic readiness. The graph numbers were

formulated by taking the overall mean of time elapsed for each type of brain break.

There are a few possible reasons for why breathing breaks took longer for

students to show academic readiness, students are not doing as much movement through

the break, and it took more whole body concentration to complete the breathing

strategies, so they did not have time to move their bodies and get their energy out before

transitioning to the next subject area, which made it harder for them to gain composure

and show academic readiness.

Average Time elapsed to show academic readiness (measured in minutes)

Average Time
elapsed to
show
academic
readiness

(measured in
minutes)

Discussion

Overall, the research findings show that brain breaks have a positive impact on

student learning. Specifically, Math based brain breaks showed positive impact on

student behavior, academic readiness, and student enjoyment. Therefore Math brain

breaks had a positive impact on student learning. Further students reported that they

enjoy all types of brain breaks in their classroom, and Math brain breaks help them stay

on track in their classroom.

I will use continue to use these findings in my classroom when making

instructional decisions. For example I will continue to implement brain breaks I my

classroom. I will continue to maintain the following criteria; brain breaks are short in

duration, require small space, are academic focused, and require no special equipment.

While, I will continue to incorporate brain breaks in my classroom, I will gather new
fresh ideas, formulate new ways to incorporate subject based criteria into the brain

breaks. I will ask students to contribute some of their ideas for incorporating brain breaks

in the classroom using the criteria outlined. I believe this will aide in creating a positive

learning environment for students and will encourage student engagement.

Brain breaks had a positive impact on student behavior. Students reported on the

protocol sheet that the Math brain breaks helped them stay on track in their classroom.

The data collected from the time elapsed after each brain break also showed a positive

impact on behavior, when movement/ math based brain breaks were implemented

students were successfully able to show academic readiness in under 2 min., which shows

that movement had a positive impact on students behavior.

Finally the research showed that students enjoyed all types of brain breaks in their

classroom, but would least prefer breathing breaks, and would highly prefer math brain

breaks. Breathing breaks showed the highest amount of student dislike and the highest

amount of off-task behaviors. A few of the students have asked to do brain breaks before

each subject area, since completing my research study I have continued to implement

math and movement based brain breaks before Math time, and I have added in reading

based brain breaks before reading time, like math break students have shown the highest

enjoyment and engagement when doing reading based brain breaks, and are most

engaged after the breaks when the break relates to the subject area. An interesting finding

that I have also had since completing my research is that students enjoy breathing breaks

upon coming in from recess, before story time, these breaks have shown calm on-task

behaviors and students have enjoyed the time to wind-down after recess.
 I will use these research findings in future classes, by continuing to implement

brain breaks in the classroom. However I will eliminate breathing breaks before academic

tasks, and use those types of breaks as more of a calming strategy after unstructured times

such a recess or large motor activities. I will continue to implement subject based

movement activities before transitioning to each subject area, this will provide movement

for students and give them an opportunity to get their brains and bodies ready for the next

subject area.

Chapter 5 Summary and Conclusions

Summary

The impact of brain breaks in the classroom has been researched and explored for

many years. Researchers have examined the impact brain breaks have on student

engagement and behavior. During my research process I used a mixed methods approach.

The study focused on the effect brain breaks have on academic readiness, student

behavior, and student enjoyment. Teacher tallies, observations, anecdotal notes, and

student protocol sheets were utilized to gather data. The study found that Math based

brain breaks had the highest amount of on-task behavior throughout the brain breaks, had

the lowest amount of time elapsed after each brain break for students to show academic

readiness, and had the highest rating of student enjoyment. Finally the research showed

that breathing brain breaks was ranked the lowest for among students for enjoyment, and

had the longest amount of elapsed time after the brain break for students to show

academic readiness.

Conclusion
 If I were to replicate this study I would broaden the context of my study from one

grade level to two grade levels using a primary grade and an intermediate grade, studying

one class in each grade level. If I were to broaden the study I would need to be sure that

the brain breaks were age appropriate for each grade level, and followed the same

criteria. This would allow me to see if the age of students affected the outcome of my

study, by broadening the context in this manner I would be able to examine if age/

maturity had an impact on the type of brain break that was most successful and most

preferred by students.

I would choose to keep my primary questions and guiding questions the same. I

felt like my primary questions fully incorporated all of my guiding questions.

Additionally, I did not feel that my questions were too broad or too narrow, and I was

able to get great information from each guiding question.

If I were to replicate my study I would more closely examine literature about the

impacts of brain breaks in the classroom, and how other teachers have incorporated brain

breaks in the classroom from primary and intermediate students.

I was pleased with the tools I selected to gather information through my research project.

Tallying the amount of participation through each type of brain break gave great

information about how the students felt about the break and how the break impacted their

behavior. I also found the student protocol sheets to be helpful by allowing students to

report how the brain breaks made them feel, and what type of brain breaks they liked in

their classroom. I believe that anecdotal notes was effective for examining how the

students acted through the brain breaks, and after the brain breaks were completed, it

gave specific feedback as to how the children acted after each break. The use of the timer
was effective for examining how long it took for students to show academic readiness

after they had the opportunity to move their bodies and focus their minds.

The research study had a positive impact on my students by improving their learning.

Data collected from y research shows that brain breaks improved student behaviors,

showed student enjoyment, and improved academic readiness. While students did not

particularly enjoy breathing breaks, overall it showed positive tends for improving

student learning in the classroom.

The action research process had a positive impact on me as an educator, through

the process I had the opportunity to become well informed on my topic. During the

process I was able to gather a large variety of brain breaks ideas to implement in my

classroom, and has given me the opportunity to implement different types of brain breaks

throughout the day in my classroom. The study has given me the opportunity to share my

findings with my collogues as PLC meetings, and inform other teachers of the impacts of

subject based brain breaks in the classroom. I have found that it is important to

implement brain breaks thoughout the day in the classroom, it give the children an

opportunity to move their bodies and focus their mind for the next academic area. I

believe it is important to research and find techniques and strategies that work for your

students, and increase student learning.

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Weslake, A., & Christian, B. J. (2015). Brain Breaks: Help or Hinderance? Teach

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Appendix A