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Preschoolers exhibit greater on‐task behavior following physically active lessons on the approximate number system
Author(s) -
McGowan Amanda L.,
Ferguson David P.,
Gerde Hope K.,
Pfeiffer Karin A.,
Pontifex Matthew B.
Publication year - 2020
Publication title -
scandinavian journal of medicine and science in sports
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.575
H-Index - 115
eISSN - 1600-0838
pISSN - 0905-7188
DOI - 10.1111/sms.13727
Subject(s) - task (project management) , crossover study , physical activity , psychology , physical therapy , physical medicine and rehabilitation , developmental psychology , medicine , alternative medicine , management , pathology , economics , placebo
Objective To determine how the dual‐task nature of incorporating physical activity with instructional activities immediately impacts acuity of the approximate number system and on‐task behavior in preschoolers. Methods Using a randomized within‐participants repeated‐measures crossover design, 51 children completed an approximate number system task before and after either 20‐min of physically active instruction corresponding to 38% heart rate reserve (HRR; light‐to‐moderate intensity) or conventional sedentary instruction at corresponding to 21% HRR (very light intensity). Results Findings revealed that preschool‐aged children exhibited similar learning and greater on‐task behavior following a single bout of physically active instruction relative to conventional sedentary instruction. Overall, preschoolers accrued 931.3 ± 8.2 more steps and an additional 9 minutes at or above light‐intensity activity during the physically active instruction. Conclusion Accordingly, these findings suggest that the dual‐task nature of physically active learning does not compromise learning, reduces the need for redirecting off‐task behavior, and ultimately allows children to avoid sedentary behavior in educational contexts.