Classroom-based physical activity and math performance: Integrated physical activity or not?

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dc.contributor.author Mavilidi, Myrto
dc.contributor.author Vazou, Spyridoula
dc.contributor.author Vazou, Spyridoula
dc.contributor.department Kinesiology
dc.date 2021-04-05T16:17:44.000
dc.date.accessioned 2021-04-30T09:22:13Z
dc.date.available 2021-04-30T09:22:13Z
dc.date.copyright Fri Jan 01 00:00:00 UTC 2021
dc.date.embargo 2022-03-29
dc.date.issued 2021-03-29
dc.description.abstract <p><h4>Aim</h4></p> <p>This 8-week intervention examined the effect of two different types of classroom-based physical activity on math performance in elementary school children. <h4>Methods</h4></p> <p>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 standardized math test before and after the intervention. Program 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. <h4>Results</h4></p> <p>M4T 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. <h4>Conclusion</h4></p> <p>This study indicated that integrating physical activity with mathematics has stronger effects on mathematics than activity breaks and traditional instruction</p>
dc.description.comments <p>This accepted article is published as Mavilidi, M.F. and Vazou, S. Classroom‐based physical activity and math performance: Integrated physical activity or not?. <em>Acta Paediatrica</em>. Accepted Article (2021). Doi:<a target="_blank">10.1111/apa.15860</a>. Posted with permission. </p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/kin_pubs/91/
dc.identifier.articleid 1090
dc.identifier.contextkey 22346956
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath kin_pubs/91
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/105122
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/kin_pubs/91/2021_GS_Alert_MANU_VazouS_lassroom_based_physical_activity_and_math_performance.pdf|||Sat Jan 15 02:28:39 UTC 2022
dc.source.uri 10.1111/apa.15860
dc.subject.disciplines Early Childhood Education
dc.subject.disciplines Educational Assessment, Evaluation, and Research
dc.subject.disciplines Exercise Science
dc.subject.disciplines Expeditionary Education
dc.subject.disciplines Health and Physical Education
dc.subject.disciplines Kinesiology
dc.subject.disciplines Science and Mathematics Education
dc.subject.keywords integrated physical activity
dc.subject.keywords mathematics
dc.subject.keywords activity breaks
dc.title Classroom-based physical activity and math performance: Integrated physical activity or not?
dc.type article
dc.type.genre article
dspace.entity.type Publication
relation.isAuthorOfPublication 587fef7d-3bd4-4b9d-bbae-38fde3798489
relation.isOrgUnitOfPublication f7b0f2ca-8e43-4084-8a10-75f62e5199dd
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