Running head: THE EFFECTS OF MUSIC IN PHYSICAL EDUCATION

The Effects of Music on Student Activity Levels and Enjoyment in Physical Education

Sarah Swift

Emory & Henry College

1
Running head: THE EFFECTS OF MUSIC IN PHYSICAL EDUCATION

Abstract

The current childhood obesity epidemic has sparked the interest of many physical

educators to identify the best approaches for maximizing student activity time while in physical

education. One promising approach to maximizing student activity, as well as student enjoyment,

is incorporating background music into the physical education lesson. To test this claim, this

study evaluated student step counts and enjoyment levels in two junior high physical education

classes during the warm-up section of the lesson, once with music and once without. Pedometers

were used to measure student step counts and student response forms were used to measure

student enjoyment levels. The results from this study showed an increase in student activity

levels and enjoyment when music was incorporated into the lesson versus when it was not.

2
Running head: THE EFFECTS OF MUSIC IN PHYSICAL EDUCATION

Introduction and Rationale

Throughout the past decade, the prevalence of childhood obesity has become a critical

public health concern. The National Health and Nutrition Examination Survey estimated that

16.9 percent of children and adolescents from ages 2 to 19 were obese for the 2007-2008 school

year (Kanekar & Karnik, 2015). This rate has been steadily increasing since the 1970s when the

percentage of obese children ranged from only 5 to 6 percent (Kanekar & Karnik, 2015). It is

important to note that these statistics do not account for children and adolescents who are also

overweight. Overweight can be defined as having a body mass index that ranges between the

85th and 95th percentile for children of the same age and sex, whereas obesity is defined as

having a body mass index at or above the 95th percentile (Kanekar & Karnik, 2015). When

taking this into account, the number of children and adolescents who are subject to health-related

problems in the future is much larger than it may seem. Overweight and obese children can be

subject to a number of physical health risks such as cardiovascular disease, high blood pressure,

and increased cholesterol levels, as well as a number of social and emotional issues such as

depression and low self-esteem (Kanekar & Karnik, 2015).

While there are several strategies to prevent childhood obesity, participating in regular

physical activity plays an integral part in preventing and treating the disease. When taking a

deeper look at the role of physical activity, it is important to note recommendations which state

that children and adolescents should participate in 60 minutes or more of physical activity a day

(Society of Health and Physical Educators, 2016). Unfortunately, there are several children who

fall short in meeting this goal. While some children may have the opportunity to participate in

physical activity at different points throughout their day, others may only receive this

opportunity in the school setting. For those students who are only participating in physical

3
Running head: THE EFFECTS OF MUSIC IN PHYSICAL EDUCATION

activity at school, meeting the recommended goal is almost impossible. When taking a closer

look at junior high school students, only 8 percent of students engaged in the recommended 60

minutes of physical activity in 2008 (SHAPE, 2016). A major factor influencing this percentage

is the lack of physical activity that students are receiving in school. According to the Shape of

the Nation report (2016) there are only three states that require junior high school students to

participate in 255 minutes of physical activity per week and less than one-third of states even set

a requirement. While physical educators cannot change the requirements dictated by the state,

they can implement strategies into their program that will help increase the physical activity

levels of students while in physical education.

The purpose of this study is to determine whether the use of music in junior high school

physical education will increase student activity. More specifically, the study will determine if

student step counts will increase when they are exposed to upbeat music. Music is known to

affect the brain in several different ways. In terms of physical activity, Karageorghis et al. (2006)

proposed that, asynchronous motivational music leads to three psychophysical responses,

namely, arousal control, reduced ratings of perceived exertion, and improved mood (as cited in

Barney & Prusak, 2015, p. 237). For these reasons, music is commonly used when participating

in weight training activities and intense workouts. However, the impact of upbeat music on

physical activity rates of junior high students has not been widely researched. Therefore, this

study will attempt to determine whether incorporating upbeat music into daily junior high school

physical education will positively impact student activity and enjoyment.

4
Running head: THE EFFECTS OF MUSIC IN PHYSICAL EDUCATION

Literature Review

Risk Factors for Children and Adolescents with Obesity

As previously stated, childhood obesity is a current public health concern. Hassan (2015)

states that more than one-third of todays youth are considered overweight or obese. These

children are at a much higher risk of experiencing health related problems in the future. Kanekar

and Karnik (2015) state that children who are obese are at a high risk for developing

cardiovascular diseases, muscle and bone disorders, and respiratory and liver problems. They

also state that obese children are more likely to experience lower self-esteem and depression

(Kanekar & Karnik, 2015).They report being discriminated against by peers and adults, which

makes it difficult for them to form positive attachments and relationships. Due to these effects,

obese children have trouble developing and maintaining a state of social well being (Kanekar &

Karnik, 2015). These issues along with the previously stated health risk oftentimes affect the

ability of obese children to perform well in the school setting (Kanekar & Karnik, 2015).

Factors Contributing to Childhood Obesity

Due to the many health related risks of obesity, parents, teachers, and other advocates

have attempted to pinpoint the source of obesity. Hassan (2015) states that the lack of physical

activity is a cornerstone of the current obesity epidemic. To better determine why children and

adolescents are not participating in regular physical activity, a deeper look into how they spend

their time must be reviewed. Kanekar and Karnik (2015) state that while children are at home

they spend the majority of their time sitting. They spend their time in front of computer screens,

watching television and playing video games (Kanekar & Karnik, 2015). Some children may be

choosing to participate in these sedentary activities, but it should be noted that not all children

have a wide selection of activities to participate in. The lack of physical activity among some

5
Running head: THE EFFECTS OF MUSIC IN PHYSICAL EDUCATION

children and adolescents may be due to the fact that they have little opportunity to participate in

physical activity in their surrounding environment. Some children may live in neighborhoods

that do not have safe sidewalks, bike paths, parks or any other well maintained area that they can

utilize for play and exercise (Kanekar & Karnik, 2015).

When children are not at home, most spend the majority of their time in school. Hassan

(2015) states that about 95% of children and adolescents spend six or more hours a day at school.

Seeing that students spend a large portion of their day in school, one might say that incorporating

daily physical activity into the curriculum should not be a problem. This, however, has not been

the case in recent years. SHAPE (2016) states that there is a lack of physical education offered in

todays schools. The recommended amount of time that students in junior high should participate

in physical education is 225 minutes per week (SHAPE, 2016). However, there are only three

states that require this number of minutes or more (SHAPE, 2016). Some states do not have a

minimum number of minutes during required years of physical education, and most states do not

require students to take physical education beyond the 9th grade (SHAPE, 2016).

The Effects of Music on Physical Activity

Since the amount of time that students are required to participate in physical education

has decreased, physical educators have tried to implement strategies that will maximize student

activity while in physical education. One approach that has been taken is the use of background

music throughout the lesson. This approach has been chosen by many because of the benefits

that music can have on the exercise domain (Bishop, Lane, Karageorghis, Priest & Terry, 2012).

Bishop et al (2012) state that these benefits included, diversion of attentional focus, triggering

or regulation of specific emotions and moods, evocation of memories and other cognitive

processes, control of arousal, induction of flow state and encouragement of rhythmic movement

6
Running head: THE EFFECTS OF MUSIC IN PHYSICAL EDUCATION

(pp. 953-954). These benefits motivate the listener to exercise harder and/or longer (Bishop et

al., 2012). However, not all music will have the same effect on every individual. There are a

number of primary and secondary factors that can increase or decrease a persons responsiveness

to music. The primary factors include the musical qualities of rhythm, melody and harmony, and

the secondary factors include the extra-musical qualities of cultural impact and the associations

that a piece of music may carry (Bishop et al., 2012, p. 954). Gender and personality are also

factors that play a large role in determining a persons preference and response to music (Bishop

et al., 2012). Bishop et al (2014) state that, males generally express a greater preference for bass

frequencies than females, and extraverts tend to respond more favorably than introverts to lively

music selections (p. 954).

Action Research on the Use of Music in Physical Education

The use of music during exercise has been further studied to determine if it will increase

student activity in physical education. A study conducted by Joseph Deutsch examined the

effects of music on 59 fourth and fifth grade students while participating in the Progressive

Aerobic Cardiovascular Endurance Run (PACER) test (Barney & Prusak, 2015). Three versions

of this test were conducted, one with a faster tempo of music, one with a mild tempo and one

without music (Barney & Prusak, 2015). The results of the test indicated that both male and

female students scored better on the PACER when the test was administered with some type of

music (Barney & Prusak, 2015). While both the scores of males and females increased, the test

indicated that females scored better on the test administered with a faster tempo and males

scored better on the test administered with a mild tempo (Barney & Prusak, 2015).

Another study, conducted by Barney and Prusak (2015) examined the effects of using

music in physical education to determine if there would be an impact on the number of steps

7
Running head: THE EFFECTS OF MUSIC IN PHYSICAL EDUCATION

students took throughout specified activities. More specifically, 115 elementary students in the

third, fourth and fifth grades were each given a pedometer to wear during a series of 30 minute

lessons that were given (Barney & Prusak, 2015). The teacher focused the lessons on walking

and frisbee activities. Each of these activities were taught equally with and without music

(Barney & Prusak, 2015). At the end of each lesson, students recorded the number of steps they

took and the time they spent participating in the activity (Barney & Prusak, 2015). The results of

this study indicated that physical activity rates via step counts were significantly higher when

music was used (Barney & Prusak, 2015).

A similar study was conducted by Barney, Brewer, Pennington and Prusak (2016) that

included 305 junior high school students in the 7th, 8th and 9th grades. These students were

given a pedometer to wear during a series of 40 to 65 minute lessons that occurred throughout

four class days. Barney et al. (2016) focused their lessons on basketball and volleyball activities.

Each of these activities were taught once with music and once without music. At the end of each

lesson, students recorded the number of steps they took, the time they spent participating in the

activity, and the level of enjoyment they experienced on a scale of 1 to 5, with 6 being the

highest level of enjoyment (Barney et al., 2016). The teacher allowed the students to take part in

the music selection for this study. The teacher listened to the song suggestions and picked a total

of 40 school appropriate songs that fit within the 120 and 160 beats per minute range (Barney et

al., 2016). The results of this study indicated that the use of music during lesson activities

increased the number of steps taken and the time spent in activity for both males and females

(Barney et al., 2016).

The obesity epidemic is not an issue that should be taken lightly. Children and

adolescents are starting to spend more time playing video games, watching television and

8
Running head: THE EFFECTS OF MUSIC IN PHYSICAL EDUCATION

playing with other electronic devices and less time playing outside, participating on sports teams

and engaging in other forms of physical activity. If children continue to spend the majority of

their time participating in sedentary activities, they are likely to develop several health problems

in the future. Obese children are at higher risk for developing cardiovascular diseases, muscle

bone disorders, respiratory and liver problems, self esteem issues, depression and a number of

other health related issues. While there have been several approaches to combat the obesity issue,

physical educators have attempted to increase physical activity in physical education by playing

upbeat background music throughout the lesson. They chose to study the effects of music on

physical activity because it is known to have several positive effects on the brain. A few of these

include the diversion of attentional focus, arousal control and the encouragement of rhythmic

movement. While this method is yet to be widely researched, the results thus far have showed a

positive relationship between upbeat music and physical activity.

Description of Research Site

While the prevalence of childhood obesity is an issue across the entire United States, the

percentage of obese children living in the southern states is much higher. According to a survey

taken in 2011, the obesity rate of children from ages 10 to 17 was 41.8 percent in the south,

compared to only 14.6 percent in the north (Martin, Rayburn & Segal, 2016). The survey also

states that seven of the ten states with the highest percentage of obesity among children ages 10

to 17 are southern states. One of the southern states with the highest rate of obesity in children is

Tennessee. Tennessee ranks 5 out of 51 states in having the highest rate of obesity in children,

with 20.5 percent being obese.

This action research study will be conducted in the northeast region of Tennessee.

Northeast Tennessee is a region characterized by small towns, beautiful landscapes, and rich

9
Running head: THE EFFECTS OF MUSIC IN PHYSICAL EDUCATION

history. It is an area mainly filled with voluminous mountains and long stretches of farmland.

Due to its rural environment, northeast Tennessee is home to many outdoor attractions. Some of

these include the Watauga Lake, Backbone Rock and the Laurel Fork Falls. The entire region

contains just under 500,000 people, with most city populations having 10,000 people or less

(United States Census Bureau, 2017).

For the privacy of the participants, the particular county in which this study is being

conducted will be called Clearwater County. Clearwater County is a small, rural, family friendly

county where the main sources of entertainment are high school sporting events, local theater

plays, and Sunday morning church services. Of the countys 17,830 residents, 96 percent are

white, 2.4 percent are African American, 1.8 percent are Hispanic or Latino, 0.3 percent are

American Indian and Alaska Native, and 0.2 percent are Asian (United States Census Bureau,

2017). Most people that work inside the county are employed by factories, correctional facilities,

and the countys public school system. Due to the lack of job opportunities in the county, the

median household income is relatively low compared to the rest of the state. The median

household income in Clearwater county is $30,763, compared to $45,219 for the whole state.

The lack of opportunity throughout the county contributes to the percentage of families living in

poverty, with 29.2 percent of the countys residents struggling to meet even basic standards of

living.

With regard to education, Clearwater County has a total of 7 schools that serve 2,238

students (Tennessee Department of Education, 2016). Most of the students who live in

Clearwater County belong to the lower socioeconomic status, with 72.1 percent of students

receiving free or reduced lunch and 40 percent living in poverty (Kids Count, 2017). These

income-related issues are likely to be a contributing factor to the high percentage of overweight

10
Running head: THE EFFECTS OF MUSIC IN PHYSICAL EDUCATION

and obese children in the county. In 2015, 40 percent of the countys children were reported to

be either overweight or obese.

The particular school chosen for this study will be referred to as Oak Springs Middle

School. Approximately 300 students attend Oak Springs Middle School. The ethnic distribution

of students is almost identical to that of the countys, with an overwhelming majority of white

students and little representation of African American, Hispanic and Asian students. The gender

distribution is fairly equal with 54 percent of the student population being male, and 46 percent

female. The academic performance of Oak Springs Middle School is slightly below average

compared to other middle schools throughout Tennessee. As of 2015, the percentage of the

schools students who passed the Tennessee Comprehensive Assessments (TCAP) across all

subjects was 50.1 compared to the overall state average of 55.2 percent (TDOE, 2016).

Design and Instruments

Participants and Setting

For this study, 74 seventh grade students from two physical education classes were

selected. Class A included a total of 40 students, with 21 male and 19 female. Class B included a

total of 34 students, 18 male and 16 female. Of these two classes, a total of 39 students were

male and 35 were female. Each class had physical education three times per week. These classes

occurred from 10:35 to 11:15, with one class having physical education on Monday and

Wednesday, the other class on Tuesday and Thursday, and both classes on Friday. Each class

lesson included a 5 minute warm-up activity, a 30 minute lesson focus and a 5 minute cool

down/review.

11
Running head: THE EFFECTS OF MUSIC IN PHYSICAL EDUCATION

Design

The primary source of data collection for this study was recorded using pedometers.

Pedometers have been found to be reliable and valid instruments in measuring activity in

physical education (Barney & Prusak, 2015). Several weeks prior to the study, the students were

instructed on how to wear, use and read a pedometer. The procedure for data collection was

taught and rehearsed with the students throughout 4 class periods prior to real data collection.

The students were instructed to obtain a pedometer when entering class and to attach it to their

waistband. The data collected for this study included the number of steps each student took

during the warm up portion of the class and the level of enjoyment they felt during the activity.

The warm up section of the lesson included the first 5 minutes of the class period. During this

time the teacher explained to the students that for these five minutes they could walk, jog, run or

perform any other type of physical movement around the area as long as they kept moving for

the entire 5 minutes. After the warm up activity, the students were instructed to take their

pedometers off and to retrieve a student record sheet. Each student would fill out a record sheet

indicating the number of steps they took and the level of enjoyment they experienced during the

activity on a scale of 1 to 5, with 5 being the highest level of enjoyment. The actual study

occurred over a one week period. Music was not incorporated into the warm up activity on the

first day of physical education for both classes A and B, but was incorporated on the second day.

Friday was not used for data collection given that classes A and B were in the gym together and

the results of the data could be affected by the excitement of additional students in the gym. The

song selection of this study included popular, upbeat music suggested for junior high school

students that ranged from 120- 160 beats per minute.

12
Running head: THE EFFECTS OF MUSIC IN PHYSICAL EDUCATION

Findings and Implications

The current level of physical inactivity among todays youth explains the need for health

education and physical activity in schools. Old approaches have seemed to run their course in

terms of motivating students to be active. Therefore, physical educators are working to develop

new approaches that will not only increase the physical activity levels of students, but will also

increase student motivation towards participating in physical education. The findings produced

by this study indicate that incorporating music into the warm-up activity of the physical

education lesson is an approach that has the capability to significantly improve student activity

levels, as well as the level of enjoyment that students experience. As discussed earlier,

pedometers served as the primary tool to measure student activity levels. The second form of

measurement used in this study was a record sheet indicating the level of enjoyment students

experienced during the activity on a scale of 1 to 5, with 5 being the highest level of enjoyment.

The data collected from the first portion of the study, concerning student step counts,

indicated that the majority of students took more steps during the warm up activity when music

was played (See figure 1).

Figure 1: Percentage of Students who Increased and Decreased Step Counts when Exposed to Music.

13
Running head: THE EFFECTS OF MUSIC IN PHYSICAL EDUCATION

When music was not incorporated into the warm-up, the median number of steps taken was 925

in class A and 971 in class B (See figure 2).

Figure 2: Difference in the Number of Steps Taken During the Warm-up with and without Music

When music was incorporated in the warm-up both classes experienced a rise in step counts with

the median number of steps taken in class A being 1339 and 1317 in class B. When music was

incorporated in the warm-up both classes experienced a rise in step counts with the median

number of steps taken in class A being 1339 and 1317 in class B. This data indicates a 45 percent

increase in the median number of steps taken in class A and a 36 percent increase in class B. The

data between the two classes seem relatively similar when looking at the data of each class as a

whole, but when taking a closer look at the percentage increases of females there is a major

difference between the two classes. The data of the females in class A indicated a 66 percent

increase in the median number of steps taken when music was incorporated into the warm-up,

whereas the data of the females in class B indicated only a 41 percent increase. When looking at

the number of steps taken by each student, the data shows that the majority of students took more

steps during the warm-up that incorporated music. The data from class A indicates that 37 out of

14
Running head: THE EFFECTS OF MUSIC IN PHYSICAL EDUCATION

the 40 students in class A and 31 out of the 40 students in class B took more steps when music

was incorporated into the warm-up.

The data collected from the second portion of the study, concerning students levels of

enjoyment, indicated that the majority of students experienced a higher level of enjoyment

during the warm-up that incorporated music (See figure 3). The majority of students in both

classes A and B chose a number 3 (neither enjoyed or disliked the activity) on the record sheet

concerning the level of enjoyment they experienced during the warm-up with no music. When

music was incorporated into the warm up, the majority of students in class A chose a number 4 (I

enjoyed the warm-up) and the majority of students in class B chose a number 5 (I really enjoyed

the warm-up).

Figure 3: Differences in the Levels of Enjoyment Experienced during the Warm-Up with and without Music

To coincide with the data, 30 out of the 40 students in class A and 24 out of the 31 students in

class B experienced an increase in the level of enjoyment they experienced when music was

played during the warm-up. When taking a closer look at the two classes concerning male and

15
Running head: THE EFFECTS OF MUSIC IN PHYSICAL EDUCATION

female data the females experienced a higher increase in the level of enjoyment they experienced

when music was played during the warm-up. The majority of the females in class A chose a level

3 for the enjoyment they experienced during the warm-up without music, and a level 4 for the

enjoyment they experienced during the warm-up with music. The females in class B showed a

larger increase in the level of enjoyment they experienced indicating a level 3 for the enjoyment

they experienced during the warm-up without music and a level 5 during the one with music.

The males in class A indicated a level 3 of enjoyment for both the warm-up without and with

music, whereas the males in class B reported a level 3 of enjoyment during the warm-up without

music and a level 5 during the warm-up with music.

Limitations of the Study

While the results of this study indicated that implementing background music into the

physical education setting increased both student enjoyment and activity levels, it is important to

note that these findings are specific to one particular study and therefore should not be used to

make any overarching claims. Reviewing the description of the research site for this study shows

that the analysis conducted in this research contained certain limitations that must be taken into

consideration. First, this study evaluated a somewhat homogeneous group of students. The

students in this study were mostly of the Caucasian race and of the lower socioeconomic status.

The students in this study were also similar in age and were almost an equal split of males and

females. It is probable to believe that a study that included students of various ages, races and

socioeconomic status might yield different results. Second, the study conducted only measured

student step counts and enjoyment levels with and without music throughout two class periods. It

is fair to say that gathering data across a longer period of time could have an effect on the results

of the study. While the result of this study indicates that incorporating background music into the

16
Running head: THE EFFECTS OF MUSIC IN PHYSICAL EDUCATION

physical education lesson has the opportunity to increase student enjoyment and activity,

additional studies should be conducted to determine the validity of this approach.

Suggestions for Future Study

In keeping the limitations of this study in mind, one should conduct further research on

the effect of music on student activity and enjoyment in physical education to better determine

the effectiveness of this approach. It would be beneficial to conduct this study in settings similar

to the one in this specific study, as well as settings that are vastly different. First, it would be

beneficial to replicate this study in a more urban location to determine whether students from a

more diverse area would yield different results. It would also be beneficial to conduct a study of

participants who are generally from the middle to upper socioeconomic status. This would help

determine if incorporating music into physical education would have a similar effect on all

socioeconomic classes or if one particular class would be more affected than others. Another

area worth conducting more research on is how incorporating music into physical education

affects students of various ages. One might study the effects that music has on early elementary

students versus the effects of music on high school students to determine if incorporating music

into physical education would yield different results depending on the age group. The

possibilities for future research on this topic are quite endless. However, it is important that

future research is conducted in order to validate or contradict the findings reached in this study to

determine if incorporating background music has the opportunity to increase student step counts

and enjoyment levels in physical education.

17
Running head: THE EFFECTS OF MUSIC IN PHYSICAL EDUCATION

References

Barney, D. & Prusak, K. A. (2015). The Effects of Music on Physical Activity Rates of
Elementary Physical Education Students. The Physical Educator. 72 (2), 236-244.

Bishop, D.T., Lane, A.M., Karageorghis, C.I., Priest, D.L., Terry, P.C. (2012). The BASES
Expert Statement on use of music in exercise. Journal of Sports Sciences. 30(9): 953
956.

Barney, D. C., Brewer, L., Pennington, T., & Prusak, K. A. (2016). The Effects of Music on
Physical Activity Rates of Junior High School Students. The Physical Educator. 73 (4),
689- 703.

Hassan, A. (2015). School Nutrition and Activity: Impacts on Well Being. (pp. xvii-22). Boca
Raton, FL: CRC Press: Taylor and Francis Group.

Kanekar, A., & Karnik, S. (2015). School Nutrition and Activity: Impacts on Well Being. In
A. Hassan (Ed), Childhood Obesity: A Global Public Health Crisis (pp. 3-14). Boca
Raton, FL: CRC Press: Taylor and Francis Group

Kids Count (2017). Tennessee Indicators. Retrieved from:

http://datacenter.kidscount.org/data#TN/5/0/char/0

Martin, A., Rayburn, J., & Segal, L. M., (2016). The State of Obesity: Better Policies for a
Healthier America.

Society of Health and Physical Educators. (2016). Shape of the Nation: Status of Physical
Education in the USA.

Tennessee Department of Education (2016). Retrieved from

https://www.tn.gov/education/topic/data-downloads

United States Census Bureau (2017). Quick Facts Tennessee. Retrieved from
https://www.census.gov/quickfacts.

18
Running head: THE EFFECTS OF MUSIC IN PHYSICAL EDUCATION

Appendix A

Day 1- Warm Up without Music

It is important to this study that you answer honestly and accurately. If you
have any questions concerning this record sheet please come and see me.
Please use the information below to indicate the level of enjoyment that you
had during the activity.
1- I strongly disliked the warm up
2- I did not really enjoy the warm up
3- I neither enjoyed or disliked the warm up
4- I enjoyed the warm up a little
5-I really enjoyed the warm up

Please circle the number that best describes how you felt.
1 2 3 4 5

Number of steps taken

Name

19
Running head: THE EFFECTS OF MUSIC IN PHYSICAL EDUCATION

Appendix B

Day 2- Warm Up with Music

It is important to this study that you answer honestly and accurately. If you
have any questions concerning this record sheet please come and see me.
Please use the information below to indicate the level of enjoyment that you
had during the activity.
1- I strongly disliked the warm up
2- I did not really enjoy the warm up
3- I neither enjoyed or disliked the warm up
4- I enjoyed the warm up
5-I really enjoyed the warm up

Please circle the number that best describes how you felt.
1 2 3 4 5

Number of steps taken

Name

20