Sitting on a stability ball improves attention span, reduces disruptive behaviours and anxious/depressive symptomatology, and improves flexibility and balance among grade 2 students

Résumé

Objectives. Over the last three decades, physical activity, strength and flexibility have declined among Canadian children. Simultaneously, rates of attention deficit disorder and mental health concerns have increased. Using a matched case-control design, this study examined the behavioural, psychological, and physical outcomes of sitting on a stability ball (vs. regular classroom chair) among grade 2 students from a school in Ontario, Canada. Methods. Students in the experimental condition (n = 23; 55.6% female; M_age = 7.20; SD = 0.22) used regular chairs for one month before switching to stability balls. Students matched for age and sex from other classrooms served as controls (n = 18; 56.5% female; M_age = 7.22; SD = 0.27). Classroom teachers completed the Clinical Attention Problem Scale (Edelbrock, 1991) and the NICHQ Vanderbilt Assessment Scale (Wolraich et al., 2003) to measure attention span, frequency of disruptive behaviours, and anxious-depressive symptoms. A registered physiotherapist blind to group assignment assessed strength, flexibility, balance, and posture. Measures were conducted at baseline and repeated at 8-weeks and 5-months after switching to stability balls. Student/teacher preferences were also assessed at year-end. Results. Between-groups repeated-measures ANOVAs demonstrated that students in the experimental condition had improved attention span (p =.002, ?² = .29), reduced frequency of disruptive behaviours (p = .001; ?² = .32), and reduced anxiety/depressive symptomatology (p = .01; ?² = .23),  compared to controls. Although group differences did not emerge for physical measures, within-group ANOVAs demonstrated improvements over time among students in the experimental condition for balance (ps = .03-.04, ?²s = .32-.38) and flexibility (p = .003; ?² = .73). All students and the classroom teacher preferred the balls. Conclusions. Sitting on stability balls is well received and may improve attention span and reduce disruptive behaviours and anxiety/depressive symptomatology and possibly improve balance and flexibility among grade 2 students.