In the context of comprehensive and coordinated approaches to school health, academic classrooms have gained attention as a promising setting for increasing physical activity and reducing sedentary time among children. The aims of this paper are to review the rationale and knowledge base related to movement integration in academic classrooms, consider the practical applications of current knowledge to interventions and teacher education, and suggest directions for future research. Specifically, this paper (i) situates movement integration amid policy and research related to children's health and the school as a health-promoting environment; (ii) highlights the benefits of movement integration; (iii) summarizes movement integration programs and interventions; (iv) examines factors associated with classroom teachers' movement integration; (v) offers strategies for translating research to practice and (vi) forwards recommendations for future inquiry related to the effectiveness and sustainability of efforts to integrate movement into classroom routines. This paper provides a comprehensive resource for developing state-of-the-art initiatives to maximize children's movement in academic classrooms as a key strategy for important goals in both education and public health.

A growing body of research indicates that physical activity (PA) positively impacts cognitive function in youth. However, not all forms of PA benefit cognition equally. The purpose of this review was to determine the effect of different types of chronic PA interventions on cognition in children and adolescents. A systematic search of electronic databases and examination of the reference lists of relevant studies resulted in the identification of 28 studies. Seven categories of PA were identified, based on all possible combinations of three types of PA (aerobic, motor skill, cognitively engaging), and four comparison groups (no treatment, academic, traditional physical education, aerobic). Effect sizes were calculated based on means and SDs at the post-test using Hedge’s g formula, which includes a correction for small sample bias. Each study was only entered once in each intervention-comparator category. Full data were provided from 21 studies (28 effect sizes; n=2042 intervention; n=2002 comparison group). Overall, chronic PA interventions had a significant small-to-moderate effect on cognition (0.46). Moderate significant positive effects were identified when PA interventions were compared to no treatment (0.86) or academic content (0.57). A non-significant effect was noted when PA interventions were compared to traditional physical education (0.09) or aerobic group (0.80). However, high heterogeneity in pooled effect sizes suggests that important differences in the qualitative characteristics of the PA intervention and comparison interventions may exist. Effect sizes based on comparisons between different types of PA interventions and comparison groups are discussed in order to identify possible directions for future investigations. We conclude that chronic PA interventions have a positive impact on cognitive function in youth, but more systematic research is needed in this area.

In light of the interrelation between motor and cognitive development and the predictive value of the former for the latter, the secular decline observed in motor coordination ability as early as preschool urges identification of interventions that may jointly impact motor and cognitive efficiency. The aim of this study was twofold. It (1) explored the outcomes of enriched physical education (PE), centered on deliberate play and cognitively challenging variability of practice, on motor coordination and cognitive processing; (2) examined whether motor coordination outcomes mediate intervention effects on children’s cognition, while controlling for moderation by lifestyle factors as outdoor play habits and weight status. Four hundred and sixty children aged 5–10 years participated in a 6-month group randomized intervention in PE, with or without playful coordinative and cognitive enrichment. The weight status and spontaneous outdoor play habits of children (parental report of outdoor play) were evaluated at baseline. Before and after the intervention, motor developmental level (Movement Assessment Battery for Children) was evaluated in all children, who were then assessed either with a test of working memory (Random Number Generation task), or with a test of attention (from the Cognitive Assessment System). Children assigned to the ‘enriched’ intervention showed more pronounced improvements in all motor coordination assessments (manual dexterity, ball skills, static/dynamic balance). The beneficial effect on ball skills was amplified by the level of spontaneous outdoor play and weight status. Among indices of executive function and attention, only that of inhibition showed a differential effect of intervention type. Moderated mediation showed that the better outcome of the enriched PE on ball skills mediated the better inhibition outcome, but only when the enrichment intervention was paralleled by a medium-to-high level of outdoor play. Results suggest that specifically tailored physical activity (PA) games provide a unique form of enrichment that impacts children’s cognitive development through motor coordination improvement, particularly object control skills, which are linked to children’s PA habits later in life. Outdoor play appears to offer the natural ground for the stimulation by designed PA games to take root in children’s mind.

Physical activity and exercise guidelines for weight management call for at least 60 min of daily activity. However, these documents fail to acknowledge that almost no obese adults meet this target and that non-adherence and dropout are even higher among obese individuals than the general population. The reasons for this level of activity avoidance among obese individuals remain poorly understood, and there are no evidence-based methods for addressing the problem. Opinions among exercise scientists are polarized. Some advocate moderate intensity and long duration, whereas others call for high intensity and shorter duration. The latter approach attributes the inactivity and high dropout to limited discretionary time and the slow accrual of visible benefits. However, higher intensity has been associated with non-adherence and dropout, whereas longer duration has not. A conceptual model is then proposed, according to which obesity interacts with intensity, causing physical activity and exercise to be associated with reduced pleasure among obese individuals. We theorize that, in turn, repeated experiences of reduced pleasure lead to avoidance. On this basis, we call for a research agenda aimed at identifying the causes of activity-associated and exercise-associated displeasure in obesity and, by extension, the causes of the extreme physical inactivity among obese individuals.

Classroom-based physical activity is a new approach aiming to improve both physical activity levels and academic achievement. This study investigated the acute effect of a 10-min bout of aerobic physical activity integrated with math practice, compared with a seated math practice, on executive function and enjoyment among normal-weight (n = 24) and overweight children (n = 11). Thirty-five typically developing prepubescent children (10.55 ± 0.74 years) completed a session of physical activity integrated with math practice and a seated math practice session in counterbalanced order. Results showed that following integrated physical activity, the response time in the Standard Flanker improved more than after seated practice. Among the overweight children, physical activity benefitted performance in the Standard Flanker by preventing the decline associated with seated practice. Children enjoyed the physical activity practice more than the seated practice. These findings suggest that integrating physical activity with academic instruction may be a realistic strategy for promoting physical activity because it may facilitate, not antagonize, executive function.

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Integrating physical activity (PA) in the classroom is a promising avenue for youth to increase their PA levels and academic achievement. However, research on its role in children's academic motivation is limited. Intrinsic motivation is important because it predicts both academic achievement and physical activity participation. The purpose was to examine the effect of PA integrated with academic lessons compared to traditional lessons on children's academic motivation. A total of 147 4th to 6th grade students (64 male, 83 female) from 15 classes participated. The intervention included six consecutive lessons over a two-week period on an academic subject (Language Arts, Math, Social Studies), alternating between traditional (1st, 2nd, 4th, and 6th; control) and integrated with PA (10 min) lessons in the classroom (3rd and 5th). The Intrinsic Motivation Inventory was used to assess students' Interest/Enjoyment, Perceived Competence, Effort, Value, and Pressure. After checking for non-significant interactions with gender, age, and academic subject, repeated-measure ANOVAs were conducted. Interest/Enjoyment significantly decreased after the traditional lessons (4th and 6th, F = 3.80, F = 4.18, respectively, p < 0.05) and increased significantly after the second integrated lesson (5th, F = 7.26, p < 0.01). Perceived Competence and Effort significantly increased after the integrated lesson (F = 4.87, F = 5.03, respectively, p < 0.05), whereas neither the Perceived Value of the lesson declined nor did children report feelings of Pressure from this alternative teaching method. This research showed that PA integrated with the academic subjects can positively impact children's academic motivation.