Effects of Stability Balls on Student Activity and Teacher Perceptions

Background/Purpose: Regular physical activity elicits important health benefits, reduces risk for obesity and is linked with enhanced academic performance among students (Trost, 2009).  It is recommended children engage in at least 60 minutes of moderate physical activity most days of the week, yet fewer than half of children ages 6 to 11 meet that recommendation (National Physical Activity Plan, 2010). NASPE (2004) reports 95% of parents believe regular physical activity helps children perform academically. One way to increase physical activity, enhance levels of attention, and improve academic achievement is to integrate stability balls (Schilling, 2003). The purpose of this study was to examine the effects of stability balls on students’ on-task behavior, physical activity levels, and teacher and students’ perceptions of stability balls in the classroom. 

Method: Physical activity levels were calculated via accelerometers on 22, 4^th grade students and 2 teachers at one private school in Southeastern US.  Students participated in a total of 10 consecutive school days; 5 days sitting on a stability ball and 5 days on a chair. Momentary time sampling was conducted from 8:00AM until 3:00PM on students’ on- and off-task behavior, every 30-seconds. Students and teachers completed a pre- and post- social validity scale survey to track the perceptions of stability balls from the students and teachers in regards to physical activity and on-task behavior.

Analysis/Results: Results indicate students who sit on stability balls during class increase more physical activity over time, whether that time be considered in the sedentary (p = .011) or light (p = .002) activity time. Results suggest through use of momentary time sampling, the amount of time students were considered on-task increased an average of 80 minutes/day, while the amount of time off-task decreased nearly 6 minutes/day when seated on stability balls. After completing a pre- and post- social validity scale, both teachers and students demonstrated higher mean average perceptions (teacher: pre- 6.25, post- 8.9; student: pre- 4.0, post- 4.3) of stability balls in regards to focus, energy expended, on-task behavior, and management. 

Conclusions: With the push for academic improvement scores, schools are not placing as much emphasis on physical activity breaks in the classroom (Mahar, et al. 2006). This study indicates students are able to achieve more physical activity when seated on stability balls, and are able to stay more on-task during classroom lessons.