| Although studies such as Wadsworth, Robinson, Beckham, and Webster (2011) as well as Goh, Hannon, Webster, Podlog, and Pillow (2014) have focused on the impact of body breaks and cognitive abilities or tasks, this study investigates the connection between body breaks built into classroom routine and growth mindset education on students' perception of perseverance. The ability to persevere and work through obstacles is a quality of grit that can help students well into their future (Duckworth, Peterson, Matthews, and Kelly, 2007). In this mixed-methods study of four first-grade classrooms in a rural New England elementary school, growth mindset education and body breaks were variables. The researcher attempted to isolate and combine the variables of body breaks and mindset education to compare the development of student perseverance as measured by student, parent, and teacher perception. Perception of perseverance was measured by answering questions related to how well they thought the student could sustain effort and work. Data was collected from participants to show perception of perseverance, a characteristic of grit, at the beginning and end of the study. Although this study found statistically significant results limited to the impact mindset education had on grit, the qualitative data collected highlighted some benefits of both mindset education and body breaks interventions. |
