Alicia Fedewa1, Matthew A C Davis2, Soyeon Ahn3. 1. Alicia Fedewa, PhD, NCSP, is Associate Professor, Department of Counseling, School, and Educational Psychology, University of Kentucky, Lexington; alicia.fedewa@uky.edu. 2. Matthew A. C. Davis, MA, is Doctoral Student, University of Kentucky, Department of Counseling, School, and Educational Psychology, University of Kentucky, Lexington. 3. Soyeon Ahn, PhD, is Assistant Professor, Department of Educational and Psychological Studies, University of Miami, Coral Gables, Florida.
Abstract
OBJECTIVE: We used a randomized controlled design to investigate whether using stability balls during the school day was associated with higher levels of on-task behavior and academic achievement and fewer discipline referrals. METHOD: Over 9 mo, students in 2 second-grade classrooms in a southeastern rural elementary school used stability balls as chairs while students in 2 control classrooms used chairs as usual. We collected measures of on-task behavior, standardized measures of literacy and mathematics achievement, and discipline referrals. RESULTS: We found similar levels of on-task behavior and achievement in treatment and control classrooms and a downward trend in disruptive behaviors in treatment classrooms. CONCLUSION: This study did not find use of stability balls for entire general education classrooms to be a practical use of resources for schools. More research with rigorous controlled designs is needed to support the use of stability balls for the general education population.
RCT Entities:
OBJECTIVE: We used a randomized controlled design to investigate whether using stability balls during the school day was associated with higher levels of on-task behavior and academic achievement and fewer discipline referrals. METHOD: Over 9 mo, students in 2 second-grade classrooms in a southeastern rural elementary school used stability balls as chairs while students in 2 control classrooms used chairs as usual. We collected measures of on-task behavior, standardized measures of literacy and mathematics achievement, and discipline referrals. RESULTS: We found similar levels of on-task behavior and achievement in treatment and control classrooms and a downward trend in disruptive behaviors in treatment classrooms. CONCLUSION: This study did not find use of stability balls for entire general education classrooms to be a practical use of resources for schools. More research with rigorous controlled designs is needed to support the use of stability balls for the general education population.
Authors: Spyridoula Vazou; Collin A Webster; Gregory Stewart; Priscila Candal; Cate A Egan; Adam Pennell; Laura B Russ Journal: Sports Med Open Date: 2020-01-06
Authors: Terry Guirado; Camille Chambonnière; Jean-Philippe Chaput; Lore Metz; David Thivel; Martine Duclos Journal: Int J Environ Res Public Health Date: 2021-03-10 Impact factor: 3.390