Poster #81 - The Effect of Bouncy Bands on Classroom Behaviors

• In Event: 3-206 - Poster Session 13
  In Poster Session: PS 13 Section - Education, Schooling

Integrative Statement

Research continues to demonstrate a link between physical activity and improved attention and cognitive abilities. Bouncy Bands (elastic bands that attach to the legs of students’ desks - http://bouncybands.com) have been marketed as an alternative to exercise desks, and provide a subtle way for students to release physical energy without being disruptive to other individuals in the classroom. The purpose of this study was to see if Bouncy Bands affect children’s classroom behavior. Twenty-five third and fourth grade students, 15 males and 10 females, from an afterschool program participated in this study. Students’ behaviors were video recorded for 4 weeks both before and while they had access to the bands (i.e., 8 weeks total).

The software program ELAN was used to code the presence of behaviors in 15-second intervals during two, 45-minute assessment periods at the end of both 4-week periods (when students were engaged in the same activities). See Table 1 for definitions of each coded behavior.

Mixed ANOVAs were used to analyze the impact of gender and the presence of bouncy bands on the children’s behaviors before and after bands were provided (Table 2). There was a significant increase in “off task” motor behaviors when children were exposed to the bands. Further, this effect was marginally greater for males compared to females. However, there were no differences in passive or verbal “off task” behaviors when children had access to the bouncy bands.

In conclusion, classroom Bouncy Band use did not alter the students’ passive or verbal behaviors. This is consistent with previous findings that show no negative effects of student attention as a result of Bouncy Band use. However, results of this study may hold additional, practical implications for teachers. Teachers who consider purchasing the bands as an outlet for rambunctious motor behavior may assume Bouncy Bands will provide an outlet to reduce all motor behavior. The results here suggest otherwise; the presence of bands may increase motor behaviors that are not directly related to band use, especially for male students.

Additional research is needed to determine whether the observed results generalize to additional student populations. This data was collected as part of an afterschool program, which was catered towards less academically oriented students in lower SES families. Results may differ when Bouncy Bands are used during the typical school day in traditional classrooms. (Study currently in progress.)

Authors

• Jennifer Bailey Bisson, Clemson University
  Presenting Author

• Sarah M. Sanborn, Clemson University
  Non-Presenting Author

• Addison Dame, Clemson University
  Non-Presenting Author

• June J. Pilcher, Clemson University
  Non-Presenting Author