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Classroom‐based physical activity and math performance: Integrated physical activity or not?
Author(s) -
Mavilidi Myrto F.,
Vazou Spyridoula
Publication year - 2021
Publication title -
acta paediatrica
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.772
H-Index - 115
eISSN - 1651-2227
pISSN - 0803-5253
DOI - 10.1111/apa.15860
Subject(s) - physical activity , intervention (counseling) , fidelity , medicine , test (biology) , mathematics education , developmental psychology , physical therapy , mathematics , psychology , nursing , computer science , telecommunications , paleontology , biology
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.