Journal article
Infusing Physical Activities Into the Classroom: Effects on Preschool Children's Geography Learning
Mind, brain and education, Vol.10(4), pp.256-263
30/11/2016
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Abstract
In this intervention study, we investigated the effects of physical activities that were integrated into a geography task on preschool children's learning performance and enjoyment. Eight childcare centers with 87 four-to-five-year-old children were randomly assigned across an integrated physical activity condition, an unintegrated physical activity condition, and a control condition without physical activity. Children learned the names and a typical animal from each of the six continents using a floor-mounted world map with soft toy animals. Both learning conditions with physical activities showed higher performance than the learning condition without physical activities on an immediate retention test, and on a delayed retention test administered five weeks later. In addition, children in the physical activity conditions (integrated and nonintegrated) enjoyed their learning method the most. Infusing task-relevant physical activities into the classroom and the learning task is discussed as a promising way to improve children's learning, enjoyment, and health.
Details
- Title
- Infusing Physical Activities Into the Classroom: Effects on Preschool Children's Geography Learning
- Creators
- Myrto Mavilidi - University of WollongongAnthony Okely - University of WollongongPaul Chandler - University of WollongongFred Paas - Erasmus University Rotterdam
- Publication Details
- Mind, brain and education, Vol.10(4), pp.256-263
- Publisher
- Wiley
- Identifiers
- 991013335328302368
- Copyright
- © 2016 International Mind, Brain, and Education Society and Wiley Periodicals, Inc.
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article