Physically Active Math and Language Lessons Improve Academic Achievement: A Cluster Randomized Controlled Trial

Mullender-Wijnsma, Marijke J.; Hartman, Esther; Greeff, Johannes W. de; Doolaard, Simone; Bosker, Roel; Visscher, Chris

doi:10.1542/peds.2015-2743

Cited by 149 publications

(198 citation statements)

References 24 publications

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“…More specifically, exercise has been reported to have a positive impact on memory by increasing synaptic plasticity and long-term potentiation (Liu et al, 2011), both of which take place during the consolidation process. This is supported by recent studies suggesting that children engaging in physical activity during teaching had significantly greater learning gains (equating to 4 months over a 2-year study period) when compared to a control group (Mullender-Wijnsma et al, 2015, 2016.…”

Section: Discussionsupporting

confidence: 70%

Playful activity post-learning improves training performance in Labrador Retriever dogs ( Canis lupus familiaris )

Affenzeller

Palme

Zulch

2017

Physiology & Behavior

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(http://creativecommons.org/licenses/by-nc-nd/4.0/ Highlights:• Enhancement of memory in dogs through post-learning activity was investigated• Playful activity post-learning improved memory in an object discrimination paradigm• Cortisol significantly decreased after play when compared to a control group• More studies are needed to evaluate implications for the field of dog training Situations that are emotional and arousing have an effect on cognitive performance. It is thought that beta adrenergic activation and the release of stress hormones enhance memory consolidation and lead to an increase in memorability of emotional events. This beneficial effect has been shown in humans, non-human primates and rodents. Techniques which could enhance memory for learning specific tasks would be highly valuable, especially in dogs, which are extensively trained to aid humans.A pseudo-randomised, counterbalanced, between subject study design was utilised and 16Labrador Retrievers ranging from 1-9 years of age were trained in a 2-choice discrimination paradigm. After task acquisition, either a playful activity intervention (N=8) or a resting period (N=8) took place, lasting for 30 minutes.A range of factors including age, sex, training experience and trials to criterion on each day was subjected to a multiple factor/covariate General Linear Model analysis. The results show that playful activity post-learning improved training performance evidenced by fewer trials needed to re-learn the task 24 hours after initial acquisition (playful activity group: mean number of trials 26, SD 6; resting group: mean number of trials 43, SD 19, effect size 1.2).Average heart rate, as a measure of arousal, during the intervention was significantly higher in the playful activity group (143 beats/min, SD 16) versus the resting group (86 beats/min, SD 19, P<0.001). Salivary cortisol did not significantly differ between groups during training, however a significant decrease (T: -4.1 P<0.01) was seen after the playful activity.To our knowledge this is the first evidence that post training activity may influence training performance in dogs.

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Section: Discussionsupporting

confidence: 70%

Playful activity post-learning improves training performance in Labrador Retriever dogs ( Canis lupus familiaris )

Affenzeller

Palme

Zulch

2017

Physiology & Behavior

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“…PA and aerobic fitness have been suggested to enhance cognitive functions by inducing functional and structural changes in subcortical structures such as the hippocampus and the basal ganglia, 31 through cortical structures such as prefrontal cortex, 32 by increasing levels of brainderived neurotrophic factor and by enhancing cerebrovascular function. 33 Beside the beneficial effects on cognition, PA may improve academic engagement, 34 self-esteem, 31,35 and school contentment, 36 all of which predict better AA. Furthermore, motor function may be an important driver in the effects of PA on the cognitive prerequisites of learning.…”

Section: Jpah Vol 15 No 2 2018mentioning

confidence: 99%

The Relation of Physical Activity, Sedentary Behaviors, and Academic Achievement Is Mediated by Fitness and Bedtime

Syväoja¹,

Kankaanpää²,

Kallio³

et al. 2018

Journal of Physical Activity and Health

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Background: This study investigated the associations of subjectively and objectively measured physical activity (PA) and sedentary behavior with academic achievement. We further examined whether aerobic fitness, obesity, and bedtime mediate these associations. Methods: This study included 970 children aged 9-15 years (52.3% girls) from 9 schools throughout Finland. Register-based academic achievement [grade point average (GPA)] as well as self-reported and accelerometer-measured PA/ sedentary behavior were assessed during spring 2013. Aerobic fitness (assessed via a maximal shuttle run test), body composition (assessed via bioimpedance analysis), and self-reported bedtime were collected. Structural equation modeling was applied to examine the associations. Standardized regression coefficients are presented. Results: Self-reported PA had a direct positive [β = 0.084; 95% confidence interval (CI), 0.023 to 0.145] and an indirect positive association with GPA through higher aerobic fitness (β = 0.061; 95% CI, 0.033 to −0.087). Accelerometer-based PA was not associated with GPA. Self-reported screen time had an indirect negative association with GPA through later bedtime (β = −0.071; 95% CI, −0.096 to −0.035) and lower aerobic fitness (β = −0.039; 95% CI, −0.059 to 0.019). Nonscreen sedentary time had a direct positive (β = 0.193; 95% CI, 0.101 to −0.289) and an indirect negative association with GPA through lower aerobic fitness (β = −0.040; 95% CI, −0.063 to −0.016). Conclusions: Participating in PA, avoiding excessive screen time, and going to bed earlier may benefit academic achievement.Keywords: academic performance, moderate to vigorous physical activity, screen time, sedentary time, adolescents Globally, children spend extensive amounts of time being sedentary, 1 and only one-third of children are physically active enough to gain health benefits. 2 Accompanying these trends, the rates of childhood overweight and obesity, along with poor fitness, are escalating. 3,4 These trends have raised concerns about the effects of a physically inactive lifestyle on children's health during maturation and across the lifespan, as physical activity (PA) continues to decrease and sedentary time (ST) continues to increase from childhood to adolescence and adulthood. 5,6 The association of a physically active lifestyle with learning outcomes has also recently received considerable attention. Previous studies have suggested that excessive screen time 7,8 and excess adiposity 9,10 may predict poorer academic achievement (AA), whereas regular PA and higher aerobic fitness 11,12 benefit AA.Sufficient sleep has also been related to better AA. 13,14 The periods of sleep, together with time spent in PA and sedentary behavior (SB), have been suggested to constitute a composite whole, as the time spent in one of these behaviors necessarily displaces time spent in another. 15 Although these behaviors are closely related to each other, the associations with AA have thus far been studied only in isolation or with a partial adjustment for ...

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“…Ahamed et al (2007) implemented quantitative, cardiovascular “energizers” of 15 min in a 16-month intervention, but did not see any positive effects for the intervention group. Conversely, Mullender-Wijnsma et al (2016) found that 15-min of classroom-based integrated cardiovascular exercise improved the mathematical and spelling performance to a greater extent than conventional teaching. A paucity of literature exists investigating classroom-based qualitatively focused physical activity.…”

Section: Introductionmentioning

confidence: 98%

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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Physically Active Math and Language Lessons Improve Academic Achievement: A Cluster Randomized Controlled Trial

Cited by 149 publications

References 24 publications

Playful activity post-learning improves training performance in Labrador Retriever dogs ( Canis lupus familiaris )

Playful activity post-learning improves training performance in Labrador Retriever dogs ( Canis lupus familiaris )

The Relation of Physical Activity, Sedentary Behaviors, and Academic Achievement Is Mediated by Fitness and Bedtime

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

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