Journal article
Brief Pre-Class Physical Exercise Selectively Enhances Mathematics-Specific Inhibitory Control: A Cluster-Randomized Trial in Authentic Classrooms
Educational psychology review, Vol.38(1), pp.1-24
01/2026
Appears in Recent Faculty of Education Publications
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Abstract
Brief pre-class physical exercise may enhance executive function (EF) processes proximal to mathematics learning. However, the effect is likely dependent on the alignment between the physical exercise and subsequent instructional demands. We tested a dual-process framework in authentic classrooms, predicting selective gains in mathematics-specific inhibitory control rather than broad executive function. Using a cluster-randomized trial, four Grade-5 classes (N = 182 students) were assigned to mentally passive sedentary behavior (e.g., video watching), mentally active sedentary behavior (e.g., numeracy practice), 5-minute physical exercise, or 10-minute physical exercise. EF outcomes were assessed at baseline, immediately post-intervention, and after the mathematics instruction using a domain-general flanker task and a mathematics-specific negative priming task. Both physical exercise groups outperformed mentally passive sedentary behavior on the inverse efficiency score of the negative priming task at post-instruction, with no differences between 5- and 10-minute physical exercise, and no consistent advantages on the flanker interference performance. These results support a task–context alignment mechanism in which brief physical exercise may prime motivational/alerting states that translate into improved inhibition when followed by domain-relevant instruction. Short, pre-class physical exercise routines can be integrated without displacing teaching time and may enhance readiness for mathematics learning by selectively improving mathematics-specific inhibitory control. We discuss implementation parameters for classroom use and implications for theory on how physical exercise influences psychological processes central to learning.
Details
- Title
- Brief Pre-Class Physical Exercise Selectively Enhances Mathematics-Specific Inhibitory Control: A Cluster-Randomized Trial in Authentic Classrooms
- Creators
- Zhihao Zhang - Wuhan Sports UniversityWeijia Zhu - Wuhan Sports UniversityYiming Tao - Wuhan Sports UniversityXiaoxin Fan - Wuhan Sports UniversityFabian Herold - HMU Health and Medical University ErfurtMyrto Mavilidi - Southern Cross UniversityZhengmin Huang - Shenzhen Institute for Education and ScienceQian Yu - Wuhan Sports UniversityPeng Wang - Erasmus University RotterdamDavid R. Lubans - University of Newcastle AustraliaCaterina Pesce - Michigan State UniversityCharles H. Hillman - Northeastern UniversityMatthew Heath - Western Caspian UniversityC. Shawn Green - University of Wisconsin–MadisonRong-Huan Jiang - Shenzhen UniversityTomasz S. Ligeza - Institute of PsychologyMingyi Liu - Wuhan Sports UniversityAiguo Chen - Nanjing Sport InstituteLiye Zou - Wuhan Sports UniversityXia Xu - Wuhan Sports UniversityFred Paas - Erasmus University Rotterdam
- Publication Details
- Educational psychology review, Vol.38(1), pp.1-24
- Publisher
- Springer Nature
- Grant note
- This study was supported by Shenzhen Educational Research Funding (grant no. zdzb2014), the Shenzhen Science and Technology Innovation Commission Foundation (grant no. 202307313000096), the Social Science Foundation from China”s Ministry of Education (grant no. 23YJA880093), the Science and Technology Innovation Projects of the State General Administration of Sports (23KJCX057), the China Postdoctoral Science Foundation (grant no. 2022 M711174), the National Center for Mental Health Foundation (grant no. Z014), Research Excellence Scholarships of Shenzhen University (grant no. ZYZD2305), Research Funding for Society of Sport Science (grant no. PT2023030), the Natural Science Foundation of Shenzhen University (grant no. 000311) and the Guangdong Youth Health Research Fund (grant no. 2024WT006).
- Identifiers
- 991013343690702368
- Copyright
- © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2026.
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article