Effects of a Classroom-Based Physical Activity Program on Physical Activity and on On-Task Behavior in Elementary School Children

Mahar, Matthew T.; Murphy, Sheila K.; Rowe, David; Golden, Jeannie A.; Shields, Tamlyn; Raedeke, Tom D.

doi:10.1249/00005768-200605001-01239

Cited by 7 publications

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“…Studies have revealed relationships between PA and relevant cognitive outcomes such as measures of executive function, 12–15 as well as studies suggesting that PA might increase time ‘on task’ in class and reduce classroom ‘problem behaviour’. 50 51 Furthermore, research suggests that physical fitness is also associated with academic attainment. 21 52 As fitness and levels of MVPA are related in children 53 it may be that fitness is mediating the relationships observed or indeed these effects may be independent.…”

Section: Discussionmentioning

confidence: 99%

Associations between objectively measured physical activity and academic attainment in adolescents from a UK cohort

et al. 2013

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BackgroundTo test for cross-sectional (at age 11) and longitudinal associations between objectively measured free-living physical activity (PA) and academic attainment in adolescents.Method Data from 4755 participants (45% male) with valid measurement of PA (total volume and intensity) by accelerometry at age 11 from the Avon Longitudinal Study of Parents and Children (ALSPAC) was examined. Data linkage was performed with nationally administered school assessments in English, Maths and Science at ages 11, 13 and 16.ResultsIn unadjusted models, total volume of PA predicted decreased academic attainment. After controlling for total volume of PA, percentage of time spent in moderate-vigorous intensity PA (MVPA) predicted increased performance in English assessments in both sexes, taking into account confounding variables. In Maths at 16 years, percentage of time in MVPA predicted increased performance for males (standardised β=0.11, 95% CI 0.00 to 0.22) and females (β=0.08, 95% CI 0.00 to 0.16). For females the percentage of time spent in MVPA at 11 years predicted increased Science scores at 11 and 16 years (β=0.14 (95% CI 0.03 to 0.25) and 0.14 (0.07 to 0.21), respectively). The correction for regression dilution approximately doubled the standardised β coefficients.ConclusionsFindings suggest a long-term positive impact of MVPA on academic attainment in adolescence.

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Section: Discussionmentioning

confidence: 99%

Associations between objectively measured physical activity and academic attainment in adolescents from a UK cohort

et al. 2013

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“…La relación que existe entre estas dos variables según estudios recientes es que a mayores niveles de actividad física se puede aumentar el tiempo de concentración en clase, reducir problemas de comportamiento, estimular el componente social, la capacidad de superación, liberar del estrés producido en otros ámbitos y es un buen medio para el aprendizaje. Además está demostrado que aquellas personas que realizan más actividad física de carácter moderadovigoroso duermen más y mejor (Gerber et al 2014;Morales et al 2011;Fisher et al 2011;Mahar et al 2006;Fox et al 2004).…”

Section: Recomendaciones Mínimas De Actividad Física Y Rendimiento Acunclassified

“…De ahí que las correlaciones parciales de la Tabla 4 donde se controlan estas dos variables extra sigan siendo positivas. Como se ha indicado anteriormente muchos autores hablan de la relación positiva entre actividad física y rendimiento académico destacando varias razones por las que esta se produce (Gerber et al 2014;Morales et al 2011;Fisher et al 2011;Mahar et al 2006;Fox et al 2004). Los resultados más significativos del análisis llevado a cabo se obtienen en su mayor parte en el apartado de AFMV, y es que es esta variable la más estudiada en las diferentes publicaciones, tanto por si sola como refiriéndose al cumplimiento de las recomendaciones diarias de actividad física.…”

Section: Recomendaciones Mínimas De Actividad Física Y Rendimiento Acunclassified

Análisis de la influencia de la actividad física sobre el rendimiento académico en la educación secundaria obligatoria Un estudio de investigación-acción en el IES Violant de Casalduch de Benicasim

Motos¹,

Moliner‐Urdiales²

2017

ForumRecerca

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Objetivos: Analizar la relación entre el nivel de actividad física de los alumnos de 3º de Educación Secundaria Obligatoria (ESO) y su rendimiento académico, y obtener información objetiva que permita adaptar el Proyecto Educativo del Centro y las programaciones didácticas a las características específicas del alumnado.Metodología: se utilizó el Cuestionario Internacional de Actividad Física para analizar la actividad física. El rendimiento académico se obtuvo mediante las calificaciones obtenidas por cada alumno. Los hábitos de estudio, de descanso y de alimentación se obtuvieron a través de un cuestionario adaptado a partir de la "encuesta mundial de salud escolar" de la Organización Mundial de la Salud.Resultados: Los alumnos que cumplían las recomendaciones sobre actividad física mostraron un rendimiento académico significativamente mayor (5.0 vs. 6.6 puntos sobre 10; P<0.001). Se establecieron correlaciones positivas estadísticamente significativas entre todas las variables de rendimiento académico y la actividad física de intensidad moderada, moderada-vigorosa y actividad física total.Conclusiones: Los resultados obtenidos sugieren un impacto positivo de la actividad física sobre el rendimiento académico durante la adolescencia. La práctica regular de actividad física durante la ESO puede constituir una estrategia de mejora del rendimiento académico que debe tenerse en cuenta tanto por los centros educativos como por los responsables políticos en este ámbito.

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“…There are numerous studies on this-to cite a few: research with 9 to 11-years-old showed that 4-min physical activity intervals during class-time improved selective attention, which is crucial for learning (Ma et al, 2015). Another study (Mahar et al, 2006) showed how a daily 10-min movement break ("Energizers") in class improved attention and on-task behavior, and most notably in students who habitually showed "off-task" behavior. In a study on embodied cognition (Kontra et al, 2015), college physics students who physically participated in doing an experiment on the mechanics of movement forces of a bicycle wheel, demonstrated greater activation of sensorimotor regions during learning and during recall, and achieved notably better results than sedentary peers in a test on the subject matter.…”

Section: Introductionmentioning

confidence: 99%

Physical Activity and Cognition: Inseparable in the Classroom

Doherty

Miravalles

2019

Front. Educ.

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Traditional education has tended to compartmentalize abstract thought, emotion, and physical activity. However, neuroscientific evidence suggests that these are completely interlinked in the learning process. The traditional lecture-style lesson relegates students to a passive and sedentary role, precluding physical movement. In addition, the current trend of schools reducing recess hours, dropping physical education classes, or subjects that involve the whole body-theater, music, outdoor activity-further limits the scope for physical movement within the learning milieu. Neuroscientific evidence suggests that sedentarism impacts negatively on brain health, and not only physical well-being.Humans are designed to be on the move, to interact with their environment through movement: physical activity is a key contributing factor to healthy brain function. This mini review presents and analyzes evidence from diverse studies and meta-analyses showing the strong link between movement and cognition in primary and secondary school students. There is a growing body of neuroscientific evidence of the benefits that movement and physical activity have for cognition. In the research examined, the authors identify diverse types and degrees of physical activity and their impact on the brain. The neurological impact of movement on the brain can be understood at three levels: increased vascularization-oxygen and glucose to the brain-augmenting brain activity; the release of neurotransmitters and Brain Derived Neurotrophic Factor (BDNF) which favor neurogenesis, memory, attention and motivation; and the development of complex movement-related neural circuits and their interconnection with the executive brain functions. This article proposes a set of concrete applications for educators to bring movement into their classrooms and/or learning contexts, thus favoring cognition. Based on this evidence and given the current educational reality which generally approaches learning as an abstract activity divorced from our corporality, the authors argue for the need to incorporate physical activity and movement into the learning context.

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Effects of a Classroom-Based Physical Activity Program on Physical Activity and on On-Task Behavior in Elementary School Children

Cited by 7 publications

References 0 publications

Associations between objectively measured physical activity and academic attainment in adolescents from a UK cohort

Associations between objectively measured physical activity and academic attainment in adolescents from a UK cohort

Análisis de la influencia de la actividad física sobre el rendimiento académico en la educación secundaria obligatoria Un estudio de investigación-acción en el IES Violant de Casalduch de Benicasim

Physical Activity and Cognition: Inseparable in the Classroom

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