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Effects of Integrating Physical Activities Into a Science Lesson on Preschool Children's Learning and Enjoyment
Author(s) -
Mavilidi MyrtoFoteini,
Okely Anthony D.,
Chandler Paul,
Paas Fred
Publication year - 2017
Publication title -
applied cognitive psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.719
H-Index - 100
eISSN - 1099-0720
pISSN - 0888-4080
DOI - 10.1002/acp.3325
Subject(s) - psychology , task (project management) , developmental psychology , physical activity , control (management) , cognition , physical therapy , medicine , management , neuroscience , economics
Summary: This study investigated the effects of physical activities that were integrated into a science lesson on learning among preschool children. A total of 90 children from seven childcare centres (M age = 4.90, SD = 0.52; 45 girls) were randomly assigned across an integrated physical activity condition including task‐relevant physical activities, a nonintegrated physical activity condition involving task‐irrelevant physical activities, or a control condition involving the predominantly conventional sedentary style of teaching. Children learned the names of the planets and their order, based on the distance from the sun. For both the immediate and delayed (6 weeks after the programme) assessments, results showed that learning outcomes were highest in the integrated condition and higher in the nonintegrated condition than in the control condition. Children in the integrated condition scored higher on perceived enjoyment of learning than children in the control condition. Implications of integrated physical activity programmes for preschool children's health, cognition, and learning are further discussed. Copyright © 2017 John Wiley & Sons, Ltd.