ORIGINAL PAPER
The use of bicycle desks to increase physical activity in two special education classrooms
Submission date: 2018-02-04
Final revision date: 2018-06-21
Acceptance date: 2018-06-21
Online publication date: 2018-08-02
Publication date: 2018-07-30
Health Psychology Report 2018;6(4):339-350
KEYWORDS
TOPICS
ABSTRACT
Background:
Although the literature has predominantly focused on elementary youth, preliminary findings indicate that attentional benefits may arise from adolescent physical activity as well. Limited research has examined the impact of classroom-based physical activity for secondary students, and no research to date has explored bicycle workstations as a means to improve physical activity within the special education classroom.
Participants and procedure:
Two special education resource classrooms within a high school took part in the research study. Students were given the option of riding on the bike or sitting on chairs in each classroom. Heart rate, calories, miles, time, and on-task behavior data were collected. In addition, student acceptability of bikes was explored.
Results:
The results indicated that the overall mean heart rate during bike riding was significantly higher than the overall mean heart rate when seated on a traditional chair. Also a significant main effect was found for time on calories expended while riding. No significant results were found for miles or on-task behavior.
Conclusions:
Overall, students enjoyed the use of bicycles during class, found the bicycle workstations to be beneficial to their learning, and appeared to note as many benefits as limitations with the bicycle workstations. Limitations and future directions are discussed.
Although the literature has predominantly focused on elementary youth, preliminary findings indicate that attentional benefits may arise from adolescent physical activity as well. Limited research has examined the impact of classroom-based physical activity for secondary students, and no research to date has explored bicycle workstations as a means to improve physical activity within the special education classroom.
Participants and procedure:
Two special education resource classrooms within a high school took part in the research study. Students were given the option of riding on the bike or sitting on chairs in each classroom. Heart rate, calories, miles, time, and on-task behavior data were collected. In addition, student acceptability of bikes was explored.
Results:
The results indicated that the overall mean heart rate during bike riding was significantly higher than the overall mean heart rate when seated on a traditional chair. Also a significant main effect was found for time on calories expended while riding. No significant results were found for miles or on-task behavior.
Conclusions:
Overall, students enjoyed the use of bicycles during class, found the bicycle workstations to be beneficial to their learning, and appeared to note as many benefits as limitations with the bicycle workstations. Limitations and future directions are discussed.
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