{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,10,23]],"date-time":"2025-10-23T11:13:08Z","timestamp":1761217988394},"reference-count":76,"publisher":"Human Kinetics","issue":"1","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2018,1,1]]},"abstract":"<jats:p><jats:bold>Background:<\/jats:bold> Poor adaptive learning behaviors (ie, distractibility, inattention, and disruption) are associated with behavior problems and underachievement in school, as well as indicating potential attention-deficit hyperactivity disorder. Strategies are needed to limit these behaviors. Physical activity (PA) has been suggested to improve behavior in school-aged children, but little is known about this relationship in preschoolers. This study examined the effects of a PA intervention on classroom behaviors in preschool-aged children. <jats:bold>Methods:<\/jats:bold>Eight preschool classrooms (n\u2009=\u200971 children; age\u2009=\u20093.8\u2009\u00b1\u20090.7\u00a0y) with children from low socioeconomic environments were randomized to a locomotor-based PA (LB-PA) or unstructured free playtime (UF-PA) group. Both interventions were implemented by classroom teachers and delivered for 30 minutes per day, 5 days per week for 6 months. Classroom behavior was measured in both groups at 3 time points, whereas PA was assessed at 2 time points over a 6-month period and analyzed with hierarchical linear modeling. <jats:bold>Results:<\/jats:bold>Linear growth models showed significant decreases in hyperactivity (LB-PA: \u22122.58 points, <jats:italic>P<\/jats:italic>\u2009=\u2009.001; UF-PA: 2.33 points, <jats:italic>P<\/jats:italic>\u2009=\u2009.03), aggression (LB-PA: \u22122.87 points, <jats:italic>P<\/jats:italic>\u2009=\u2009.01; UF-PA: 0.97 points, <jats:italic>P<\/jats:italic>\u2009=\u2009.38) and inattention (LB-PA: 1.59 points, <jats:italic>P<\/jats:italic>\u2009&lt;\u2009.001; UF-PA: 3.91 points, <jats:italic>P<\/jats:italic>\u2009&lt;\u2009.001). <jats:bold>Conclusions:<\/jats:bold> This research provides promising evidence for the efficacy of LB-PA as a strategy to improve classroom behavior in preschoolers.<\/jats:p>","DOI":"10.1123\/jpah.2016-0479","type":"journal-article","created":{"date-parts":[[2017,8,3]],"date-time":"2017-08-03T14:33:43Z","timestamp":1501770823000},"page":"46-52","source":"Crossref","is-referenced-by-count":9,"title":["Behavioral Effects of a Locomotor-Based Physical Activity Intervention in Preschoolers"],"prefix":"10.1123","volume":"15","author":[{"given":"Sarah","family":"Burkart","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Jasmin","family":"Roberts","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Matthew 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