Feasibility of Just-a-Minute (JAM) Activities for Increasing Classroom-Based Physical Activity

Background/Purpose: As part of a whole-of-school approach to helping children meet national physical activity (PA) guidelines, recommendations call for integrating PA into classroom routines. The Just-a-Minute (JAM) program is an effective means for increasing children’s classroom-based PA. JAM includes short (~one-minute) PA breaks that can be led by teachers or students. However, the feasibility of its routine use in the classroom setting is unknown. The purpose of this study was to examine classroom teachers’ perceived challenges, confidence, intentions, and self-reported use of JAM activities. 

Method: Elementary classroom teachers (N = 264; M_age = 45.03 ± 10.95; female = 254) who had registered to participate in a JAM world record event completed online questionnaires assessing each variable, as well as a measure assessing motivation (i.e., degree of autonomous self-regulation) to register for the JAM world record event.

Analysis/Results: The data were analyzed using descriptive statistics, bivariate correlations, and a regression analysis with frequency of using JAM activities (i.e., combined number of days per week and number of times per day) as the dependent variable and length of time having used JAM activities as the independent variable. For variables assessed with more than one item, averaged scores were used in all analyses. Low mean scores were reported for perceived challenges (M = 2.54/6), indicating the teachers felt there were few challenges preventing them from using JAM activities. High mean scores were reported for perceived confidence for using JAM activities (M = 5.57/7) and intentions to use JAM activities in the next three months (M = 5.09/7). On average, participants reported having used JAM activities for at least five months, and reported currently using JAM activities an average of at least three-to-four days per week and at least three times per day. Motivation to register for the JAM world record event was not significantly correlated with the other variables. Length of time having used JAM activities was a significant predictor (R²_adjusted = .11) of frequency of using JAM activities.

Conclusions: This study suggests the JAM program is a feasible option for classroom-based PA promotion. Teachers appear likely to continue using JAM activities, and increased length of time using the activities positively predicts the rate of current use. Inservice and preservice initiatives to help classroom teachers learn to promote PA should consider incorporating the JAM program.