Effects of An Acute Physical Activity Break on Test Anxiety and Math Test Performance

Mavilidi, Myrto F.; Ouwehand, Kim; Riley, Nicholas; Chandler, Paul; Paas, Fred

doi:10.3390/ijerph17051523

Cited by 25 publications

(62 citation statements)

References 77 publications

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“…Of the 16 included studies, 12 were randomized controlled trials [ 17 , 18 , 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 ]. Most of the studies were randomized at the individual level, while only one study [ 21 ] was randomized at the cluster level and four were non-randomized controlled trials [ 29 , 30 , 31 , 32 ].…”

Section: Resultsmentioning

confidence: 99%

“…All the studies used aerobic exercise as the experimental intervention, and one study [ 31 ] also used anaerobic exercise as an intervention. Twelve studies [ 18 , 19 , 20 , 21 , 22 , 23 , 24 , 25 , 29 , 30 , 31 , 32 ] compared an exercise intervention group with a blank control group, and four studies [ 17 , 26 , 27 , 28 ] compared an exercise intervention group with a non-exercise intervention group (e.g., reading, writing, etc.).…”

Section: Resultsmentioning

confidence: 99%

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Effects of Exercise Intervention on Students’ Test Anxiety: A Systematic Review with a Meta-Analysis

Zhang

Wang

2022

IJERPH

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This paper aims to evaluate the effects of exercise intervention on students’ test anxiety with a meta-analysis to serve as a reference to further relevant research. CNKI, Wanfang Data, VIP, The Cochrane Library, PubMed, Web of Science, Scopus, Embase, and EBSCOhost databases were electronically searched from inception to August 2021 in order to identify randomized and non-randomized controlled trials on exercise for treating students’ test anxiety. Two researchers independently screened the study, extracted data, and evaluated the quality of the studies. Meta-analysis was carried out using Review Manager 5.4 software. Among the 4115 articles retrieved, 16 were qualitative analyses, 15 of which were included in the meta-analysis. The meta-analysis showed that exercise intervention effectively alleviated students’ test anxiety when compared with the blank control group. Subgroup analysis showed that a single exercise intervention lasting 10~15 min did not relieve students’ test anxiety. The different scales used in the study are the source of inter-study heterogeneity. In conclusion, twenty minutes of aerobic exercise at any intensity performed two to three times a week for at least four weeks can reduce test anxiety levels. However, this is the minimum level and students should not be limited to the minimum amount of exercise when reducing test anxiety. In addition, exercise combined with psychotherapy can reduce students’ test anxiety better than exercise intervention alone. Future studies should explore the minimum intervention period and whether the shorter intervention period can quickly and effectively reduce students’ test anxiety.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Effects of Exercise Intervention on Students’ Test Anxiety: A Systematic Review with a Meta-Analysis

Zhang

Wang

2022

IJERPH

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“…By lowering this load, increased working memory become accessible, allowing students to execute school tasks. Converselt, it is considered that worries and negative emotions generated from anxiety are able to inhibit working memory, thus reducing the students' resources helpful for learning [40]. Thus, regular exercise could decrease the symptoms and consequences of quarantineinduced anxiety and depression through its positive neuroprotective effects [41].…”

Section: Discussionmentioning

confidence: 99%

The Impact of an 8-Weeks At-Home Physical Activity Plan on Academic Achievement at the Time of COVID-19 Lock-Down in Italian School

et al. 2021

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The purpose of this randomized controlled study was to investigate the efficacy of an 8-week exercise programme conducted in e-learning mode on high school students’ academic performance. The aim was to examine the changes in physical fitness and learning outcomes during the enforced period of lockdown caused by outbreak of the second wave of COVID-19 pandemic and the closure of schools in Italy. Thirty high-school students (14–15 years) were randomly assigned to an experimental group (n = 15) that performed an at-home workout programme (~60 min., twice a week), or a control group (n = 15) who received only a regular programme of theoretical lessons where no practice takes place. Both groups were synchronized in real-time with the physical education teacher. In order to assess students’ starting level and significant changes reached, at baseline and after training, a battery of standardized assessment motor tests (Standing long jump test, Harvard step test, sit and reach test, and butt kicks test), and an academic achievement test (Amos 8–15) were administered. In comparison to the control group at baseline and the end of the programme, the experimental group reported considerable improvements in motivation and concentration, significant anxiety reduction, and an increase in capacity to organize studying and to be more flexible. Moreover, it was possible to observe the efficacy of the workout to improve learning ability among practicing students (p < 0.001). No significant changes were found in the control group. The results suggest that a school-based exercise programme conducted online could be a powerful approach in order to achieve the best academic outcomes and for improving students’ physical fitness as well as their cognitive health.

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“…These two kinds of anxiety hamper performance, particularly during complex and intentionally requested assignments [ 41 ]. Mavilidi et al [ 42 ] presented a study investigating whether a short episode of physical activity can mitigate test anxiety and improve test execution in 6th grade children (11–12 years). The discoveries of the study by the above authors expressed that, even though test anxiety was not decreased as expected, short physical activity breaks can be utilized before assessments without blocking academic performance [ 43 ].…”

Section: Discussionmentioning

confidence: 99%

Effects of a Physical Education Program on Physical Activity and Emotional Well-Being among Primary School Children

Klizienė

Čižauskas

Sipavičienė

et al. 2021

IJERPH

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(1) Background: It has been identified that schools that adopt at least two hours a week of physical education and plan specific contents and activities can achieve development goals related to physical level, such as promoting health, well-being, and healthy lifestyles, on a personal level, including bodily awareness and confidence in physical skills, as well as a general sense of well-being, greater security and self-esteem, sense of responsibility, patience, courage, and mental balance. The purpose of this study was to establish the effect of physical education programs on the physical activity and emotional well-being of primary school children. (2) Methods: The experimental group comprised 45 girls and 44 boys aged 6–7 years (First Grade) and 48 girls and 46 boys aged 8–9 years (Second Grade), while the control group comprised 43 girls and 46 boys aged 6–7 years (First Grade) and 47 girls and 45 boys aged 8–9 years (Second Grade). All children attended the same school. The Children’s Physical Activity Questionnaire was used, which is based on the Children’s Leisure Activities Study Survey questionnaire, which includes activities specific to young children (e.g., “playing in a playhouse”). Emotional well-being status was explored by estimating three main dimensions: somatic anxiety, personality anxiety, and social anxiety. The Revised Children’s Manifest Anxiety Scale (RCMAS) was used. (3) Results: When analysing the pre-test results of physical activity of the 6–7- and 8–9-year-old children, it turned out that both the First Grade (92.15 MET, min/week) and Second Grade (97.50 MET, min/week) participants in the experimental group were physically active during physical education lessons. When exploring the results of somatic anxiety in EG (4.95 ± 1.10 points), both before and after the experiment, we established that somatic anxiety in EG was 4.55 ± 1.00 points after the intervention program, demonstrating lower levels of depression, seclusion, somatic complaints, aggression, and delinquent behaviours (F = 4.785, p < 0.05, P = 0.540). (4) Conclusions: We established that the properly constructed and purposefully applied eight-month physical education program had positive effects on the physical activity and emotional well-being of primary school children (6–7 and 8–9 years) in three main dimensions: somatic anxiety, personality anxiety, and social anxiety. Our findings suggest that the eight-month physical education program intervention was effective at increasing levels of physical activity. Changes in these activities may require more intensive behavioural interventions with children or upstream interventions at the family and societal levels, as well as at the school environment level. These findings have relevance for researchers, policy makers, public health practitioners, and doctors who are involved in health promotion, policy making, and commissioning services.

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Effects of An Acute Physical Activity Break on Test Anxiety and Math Test Performance

Cited by 25 publications

References 77 publications

Effects of Exercise Intervention on Students’ Test Anxiety: A Systematic Review with a Meta-Analysis

Effects of Exercise Intervention on Students’ Test Anxiety: A Systematic Review with a Meta-Analysis

The Impact of an 8-Weeks At-Home Physical Activity Plan on Academic Achievement at the Time of COVID-19 Lock-Down in Italian School

Effects of a Physical Education Program on Physical Activity and Emotional Well-Being among Primary School Children

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