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Published (Version of record)CC BY V4.0, Open Access
Published (Version of record)CC BY V4.0, Open
Journal article
Preliminary Efficacy and Feasibility of "Thinking While Moving in English": A Program with Physical Activity Integrated into Primary School English Lessons
Children, Vol.5(8), pp.1-13
10/08/2018
PMID: 30103471
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Abstract
Background: The physical, cognitive, and learning benefits of physical activity for children have already been established. However, many schools are failing to provide children with sufficient activity at school due to a crowded school curriculum. Physical activity interventions that integrate physical activity with learning is a way to enhance physical and cognitive benefits without loss of academic time. This study evaluated the preliminary efficacy and feasibility of Thinking While Moving in English, a primary school program that integrates physical activity into English lessons. Method: Two classes of Grade 4 students (n = 55, 10-11 years old) were randomly assigned to the intervention (n = 29) or control (n = 26) conditions. The program components consisted of 3 x 40 min physically active academic lessons per week, delivered over a 4-week period. The following measures were taken at baseline and immediate post-intervention: on-task behavior, cognition (inhibition and working memory), and learning outcomes (spelling and grammar). Results: Results revealed significant improvements in on-task behavior and spelling in the intervention group, compared to the control group. There were no observed improvements in cognitive outcomes or grammar. Conclusions: This study provides preliminary evidence for the efficacy of physically active English lessons to enhance children's educational outcomes.
Details
- Title
- Preliminary Efficacy and Feasibility of "Thinking While Moving in English": A Program with Physical Activity Integrated into Primary School English Lessons
- Creators
- Myrto F. Mavilidi - University of Newcastle AustraliaDavid R. Lubans - University of Newcastle AustraliaNarelle Eather - University of Newcastle AustraliaPhilip J. Morgan - University of Newcastle AustraliaNicholas Riley - University of Newcastle Australia
- Publication Details
- Children, Vol.5(8), pp.1-13
- Publisher
- MDPI AG
- Number of pages
- 13
- Grant note
- This research was funded by the Department of Education (New South Wales, Australia), Premier’s Sporting Challenge, grant number [G1700722], as part of the School Sport Unit’s program to support teacher professional development.
- Identifiers
- 991013335327902368
- Copyright
- © 2018 by the authors.
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article