Classroom-Based Physical Activity Breaks and Children's Attention: Cognitive Engagement Works!

Schmidt, Mirko; Benzing, Valentin; Kamer, Mario

doi:10.3389/fpsyg.2016.01474

Cited by 136 publications

(195 citation statements)

References 84 publications

(138 reference statements)

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“…Another possible explanation could be the required instructional task, a variable not assessed in the current study. In a previous study that compared cognitive engagement versus physical engagement, student heart rates were higher when they were physically active during a cognitive task (such as what student participants in the present study were often asked to do with in-class assignments) compared to students who were completing a cognitive task with no physical exertion (Schmidt, Benzing, & Kamer, 2016). It is possible that there were more instructional demands on students at the beginning of the intervention and that the difficulty of these cognitive tasks may have decreased over time.…”

Section: Discussionmentioning

confidence: 73%

The use of bicycle desks to increase physical activity in two special education classrooms

Fedewa¹,

Cornelius²,

Whitney³

et al. 2018

Health Psychology Report

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Although the literature has predominantly focused on elementary youth, preliminary findings indicate that attentional benefits may arise from adolescent physical activity as well. Limited research has examined the impact of classroom-based physical activity for secondary students, and no research to date has explored bicycle workstations as a means to improve physical activity within the special education classroom. participants and procedureTwo special education resource classrooms within a high school took part in the research study. Students were given the option of riding on the bike or sitting on chairs in each classroom. Heart rate, calories, miles, time, and on-task behavior data were collected. In addition, student acceptability of bikes was explored. resultsThe results indicated that the overall mean heart rate during bike riding was significantly higher than the overall mean heart rate when seated on a traditional chair. Also a significant main effect was found for time on calories expended while riding. No significant results were found for miles or on-task behavior. conclusionsOverall, students enjoyed the use of bicycles during class, found the bicycle workstations to be beneficial to their learning, and appeared to note as many benefits as limitations with the bicycle workstations. Limitations and future directions are discussed.

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Section: Discussionmentioning

confidence: 73%

The use of bicycle desks to increase physical activity in two special education classrooms

Fedewa¹,

Cornelius²,

Whitney³

et al. 2018

Health Psychology Report

View full text Add to dashboard Cite

show abstract

“…In summary, this is the first experiment to include objective measurements of both physical activity and learning outcomes in preschool children's science learning. It adds to the existing body of research indicating how physical activity interventions can positively affect cognitive functioning and academic performance in children (Diamond, ; Diamond & Lee, ; Schmidt, Benzing, & Kamer, ; Vazou, Pesce, Lakes, & Smiley‐Oyen, in press). The effects are more pronounced when these interventions include cognitively engaging activities during learning.…”

Section: Discussionmentioning

confidence: 99%

Effects of Integrating Physical Activities Into a Science Lesson on Preschool Children's Learning and Enjoyment

Mavilidi

Okely

Chandler

et al. 2017

Applied Cognitive Psychology

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This study investigated the effects of physical activities that were integrated into a science lesson on learning among preschool children. A total of 90 children from seven childcare centres (M age = 4.90, SD = 0.52; 45 girls) were randomly assigned across an integrated physical activity condition including task-relevant physical activities, a nonintegrated physical activity condition involving task-irrelevant physical activities, or a control condition involving the predominantly conventional sedentary style of teaching. Children learned the names of the planets and their order, based on the distance from the sun. For both the immediate and delayed (6 weeks after the programme) assessments, results showed that learning outcomes were highest in the integrated condition and higher in the nonintegrated condition than in the control condition. Children in the integrated condition scored higher on perceived enjoyment of learning than children in the control condition. Implications of integrated physical activity programmes for preschool children's health, cognition, and learning are further discussed.

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“…Again, less focus has been paid to the qualitative characteristics of the physical activity. However, Schmidt et al (2016) highlighted the promising effects of a cognitively engaging 6-week physical activity intervention in promoting executive functions independently of the exercise intensity. Furthermore, Chang et al (2013) found a positive effect on measures of cognitive functioning of an 8-week intervention focusing on coordinative demanding intensity-independent physical activity.…”

Section: Introductionmentioning

confidence: 99%

Motor-Enriched Learning Activities Can Improve Mathematical Performance in Preadolescent Children

Beck

Lind

Geertsen

et al. 2016

Front. Hum. Neurosci.

122

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Objective: An emerging field of research indicates that physical activity can benefit cognitive functions and academic achievements in children. However, less is known about how academic achievements can benefit from specific types of motor activities (e.g., fine and gross) integrated into learning activities. Thus, the aim of this study was to investigate whether fine or gross motor activity integrated into math lessons (i.e., motor-enrichment) could improve children's mathematical performance.Methods: A 6-week within school cluster-randomized intervention study investigated the effects of motor-enriched mathematical teaching in Danish preadolescent children (n = 165, age = 7.5 ± 0.02 years). Three groups were included: a control group (CON), which received non-motor enriched conventional mathematical teaching, a fine motor math group (FMM) and a gross motor math group (GMM), which received mathematical teaching enriched with fine and gross motor activity, respectively. The children were tested before (T0), immediately after (T1) and 8 weeks after the intervention (T2). A standardized mathematical test (50 tasks) was used to evaluate mathematical performance. Furthermore, it was investigated whether motor-enriched math was accompanied by different effects in low and normal math performers. Additionally, the study investigated the potential contribution of cognitive functions and motor skills on mathematical performance.Results: All groups improved their mathematical performance from T0 to T1. However, from T0 to T1, the improvement was significantly greater in GMM compared to FMM (1.87 ± 0.71 correct answers) (p = 0.02). At T2 no significant differences in mathematical performance were observed. A subgroup analysis revealed that normal math-performers benefitted from GMM compared to both CON 1.78 ± 0.73 correct answers (p = 0.04) and FMM 2.14 ± 0.72 correct answers (p = 0.008). These effects were not observed in low math-performers. The effects were partly accounted for by visuo-spatial short-term memory and gross motor skills.Conclusion: The study demonstrates that motor enriched learning activities can improve mathematical performance. In normal math performers GMM led to larger improvements than FMM and CON. This was not the case for the low math performers. Future studies should further elucidate the neurophysiological mechanisms underlying the observed behavioral effects.

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Classroom-Based Physical Activity Breaks and Children's Attention: Cognitive Engagement Works!

Cited by 136 publications

References 84 publications

The use of bicycle desks to increase physical activity in two special education classrooms

The use of bicycle desks to increase physical activity in two special education classrooms

Effects of Integrating Physical Activities Into a Science Lesson on Preschool Children's Learning and Enjoyment

Motor-Enriched Learning Activities Can Improve Mathematical Performance in Preadolescent Children

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