Research Article  |   January 2016
Elementary Students’ Physical Activity Levels and Behavior When Using Stability Balls
Author Affiliations
  • Heather E. Erwin, PhD, is Associate Professor, Department of Kinesiology and Health Promotion, University of Kentucky College of Education, Lexington; heather.erwin@uky.edu
  • Alicia Fedewa, PhD, is Associate Professor, Department of Educational, School, and Counseling Psychology, University of Kentucky College of Education, Lexington
  • Soyeon Ahn, PhD, is Associate Professor, Department of Educational and Psychological Studies, University of Miami, Coral Gables, FL
  • Michelle Thornton is Doctoral Candidate, Department of Kinesiology and Health Promotion, University of Kentucky College of Education, Lexington
Article Information
School-Based Practice / Children and Youth
Research Article   |   January 2016
Elementary Students’ Physical Activity Levels and Behavior When Using Stability Balls
American Journal of Occupational Therapy, January 2016, Vol. 70, 700220010p1-700220010p7. doi:10.5014/ajot.2016.017079
American Journal of Occupational Therapy, January 2016, Vol. 70, 700220010p1-700220010p7. doi:10.5014/ajot.2016.017079
Abstract

OBJECTIVE. Physical activity is positively related to improved student behaviors. Stability balls have been used as interventions to affect student behavior. The objective of this study was to determine whether the use of stability balls elicits more physical activity than the use of regular chairs and whether stability balls positively influence behavior.

METHOD. Participants (n = 43 fourth graders) sat on stability balls during class and wore accelerometers. Eight were randomly selected for behavioral observations using momentary time sampling.

RESULTS. Significant decreases in accelerometer counts were found. No obvious difference for on-task behaviors was found between students using stability balls and those using chairs.

CONCLUSION. Stability balls do not necessarily elicit more physical activity than do chairs; however, students accumulate light-intensity physical activity when using them. Classroom behavior was not detrimentally affected by stability ball use; thus, stability balls do not appear to detract from the classroom instructional atmosphere.