Classroom-based physical activity and math performance: Integrated physical activity or not?
ACTA PAEDIATRICA, Vol.110(7), pp.2149-2156
07/2021
: 33780563
1
Aim: This 8-week intervention examined the effect of two different types of classroom-based physical activity on math performance in elementary school children.
Methods: Students in 4th and 5th grade (N = 560; 32 classes, 9-11 years old) from six schools were assigned to integrated physical activity (Move for Thought [M4T], n = 221), activity break (AB; n = 134) and a control group (n = 205; usual instruction) for eight weeks. Students completed a standardised math test before and after the intervention. Programme fidelity was measured with a teacher daily log, recording the duration and frequency of the physical activity sessions. Linear mixed models were used for the analyses. Grade and gender were explored as moderators.
Results: Move for Thought group outperformed AB (p < 0.001, d = 0.44) and control groups (p = 0.013, d = 0.38). However, subgroup analyses showed that these effects were evident only in Grade 4. No gender differences were found. Intervention fidelity showed that the classroom-based physical activities (M4T and AB) were used about every other day, with higher implementation among 4th graders.
Conclusion: This study indicated that integrating physical activity with mathematics has stronger effects on mathematics than activity breaks and traditional instruction.
- Classroom-based physical activity and math performance: Integrated physical activity or not?
- Myrto F. Mavilidi - University of WollongongSpyridoula Vazou - Iowa State University
- ACTA PAEDIATRICA, Vol.110(7), pp.2149-2156
- Wiley
- 8
- 991013334026102368
- © 2021 The Authors.
- Faculty of Education
- English
- Journal article