Learning in Motion: Teachers’ Perspectives on the Impact of Stationary Bike Use in the Classroom

Julie Lynn Mueller, Amanda Wudarzewski, Yoad Avitzur

Abstract


The potential of physical activity to support self-regulated learning in the classroom has encouraged the implementation of stationary bicycles across Canada and the United States.  Positive testimonials suggest that their use by students has positive outcomes, but there is limited empirical evidence supporting the efficacy of this pedagogical practice.  The current study analyzes teachers’ perceptions of the use and impact of stationary exercise bicycles in classrooms as part of a community running program initiative through a nationwide survey of 107 participants.  Key findings identify teacher perceptions of positive outcomes in students’ social, emotional, and cognitive development, as well as to the learning environment.  A small set of unique challenges were posed by the bike integration, including limited distraction and some scheduling difficulties.  Teachers approached the integration of the bikes on a spectrum of control from “student-regulated” to “teacher-regulated” with some combination of both, and movement from teacher-directed use to more student-initiated use after the bike was in use for some time.  The implications for the use of stationary bikes as a tool for self-regulated learning in an active classroom are discussed and future research measuring learning outcomes is suggested.

 


Keywords


self-regulated learning; active learning; teacher perspectives; survey research; community partners

Full Text:

PDF

References


Bennett, P. (2016, April). Stationary bikes in the classroom: Are we spinning out of control? The Globe and Mail.

Berg, K. (2010). Justifying Physical Education Based on Neuroscience Evidence. Journal of Physical Education, Recreation & Dance, 81(3), 24-46.

Hillman, C. H., Pontifex, M. B., Raine, L. B., Castelli, D. M., Hall, E. E., & Kramer, A. F. (2009). The effect of acute treadmill walking on cognitive control and academic achievement in preadolescent children. Neuroscience, 159(3), 1044–1054.

Hillman, C.H., Snook, E.M., Jerome, G.J. (2003). Acute cardiovascular exercise and executive control function. International Journal of Psychophysiology. 48, 307- 314.

Mahar, M. T., Murphy, S. K., Rowe, D. A., Golden, J., Shields, T., & Raedeke, T. D. (2006). Effects of a Classroom-Based Physical Activity Program on Physical Activity and On-Task Behavior in Elementary School Children. Medicine & Science in Sports & Exercise, 38 (12), 2086-94.

Mitton, P. (Writer), & Barth, W. (Director). (2016, March). Classroom stationary bikes encourage kids to blow off steam while learning [Television series episode]. In Kalbfleisch, C., Nasser, S., & Pagel, J. (Producers), The Current. Toronto, Ontario: Canadian Broadcasting Corporation.

Mueller, J., Wood, E., Willoughby, T., DeYoung, T., Ross, C., & Specht, J. (2008). Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration. Computers and Education, 51, 1523-1537.

Ontario Ministry of Education. (2005). Resource Guide. Daily physical activity in schools. Grades 4 to 6. Ontario Ministry of Education.

Pontifex, M. B., Hillman, C. H., Fernhall, B., Thompson, K. M., & Valentini, T. A. (2009). The Effect of Acute Aerobic and Resistance Exercise on Working Memory. Medicine & Science in Sports & Exercise, 41(4), 927-934.

Pontifex, M. B., Saliba, B. J., Raine, L. B., Picchietti, D. L., & Hillman, C. H. (2013). Exercise Improves Behavioral, Neurocognitive, and Scholastic Performance in Children with ADHD. The Journal of Pediatrics, 162(3), 543–551.

Praag, H. V. (2009). Exercise and the brain: Something to chew on. Trends in Neurosciences, 32(5), 283-290.

Ratey, J. (2008). Spark: The Revolutionary New Science of Exercise and the Brain. New York, NY, US: Little, Brown and Co.

Senick, J. (2017, January). Saskatoon teachers use stationary bikes to help students concentrate. Global News.

Shanker, S. (2012). Calm, Alert and Learning: Classroom Strategies for Self-Regulation. Pearson Canada.

Shanker, S. G. (2012). Emotion regulation through the ages*. Moving Ourselves, Moving Others. Motion and Emotion in Intersubjectivity, Consciousness and Language Consciousness & Emotion Book Series, 105-138. Eds. T. Racine and A. Foolen.

Sibley, B. A., & Beilock, S. L. (2007). Exercise and Working Memory: An Individual Differences Investigation. Journal of Sport and Exercise Psychology, 29(6), 783-791.

Stattlesmair, J., Ratey, J. (2009). Physically Active Play and Cognition: An Academic Matter? American Journal of Play, (3), 365-374.

Thomson, A. (2016, March). How Canadian classrooms are being transformed by a revolution on two wheels. The Toronto Star.

Tomporowski, P. D., Lambourne, K., Okumra, M, S. (2011). Physical Activity Interventions and Children’s Mental Function: An Introduction and Overview. Preventive Medicine, 52, 3-9.

Woltering, Steven, and Marc D. Lewis. (2009). Developmental Pathways of Emotion Regulation in Childhood: A Neuropsychological Perspective. Mind, Brain, and Education 3(3), 160-69.


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493