The Impact of Kindergarten Scheduling on Physical Activity and Classroom Behavior

Objectives: The purpose of this study was to examine kindergarten scheduling in relation to PA levels, academic engagement, and disruptive behavior of students. Methods: Two schools, using different schedules participated (N = 133, 70% response rate) over 5 days using pedometers and Direct Behavior Rating scales. Results: Compared to a Balanced School Day (BSD) schedule, students in the Early Learning Kindergarten (ELK) schedule took fewer steps. ELK students were more engaged throughout the day, and less disruptive in the morning and mid-day compared to BSD students. Boys were more active, but less engaged overall than girls. Conclusions: The ELK program may have a positive impact on overall academic engagement and success, however physical activity benefits are questioned.