The Effects of Physical Activity on Learning Behaviors in Elementary School Children: a Randomized Controlled Trial

Abstract

Research in education and developmental psychology indicates that behavioral engagement in learning is a critical predictor of children's academic success. In an effort to improve academic achievement, school administrators are continually in search of methods to increase behavioral engagement. Previous research has indicated that classroombased physical activity (PA) lessons have a positive impact on academic achievement. However, little research has been done in assessing the impact of such interventions on the behavioral engagement of students with learning behavior difficulties. This study assesses the impact of classroom-based PA on teacher-rated classroom behaviors of students with identified learning behavior difficulties. Two schools (one intervention, one control) participating in a larger, clusterrandomized trial provided scores on a teacher-administered classroom behavior scale. This scale was used to collect information on 15 characteristics identified as being essential to behavioral engagement. Participants included male and female students in second and third grade classrooms who were identified by their classroom teacher and school counselor as having difficulties with learning behaviors. Mixed linear modeling for repeated measures was used to examine the changes over time in the classroom behavior scores. The intervention group showed significant improvement over time in classroom behavior while the control group showed no change or a slight degradation over time (i.e., group × time interaction, F[2132] = 4.52, p = 0.01). Schools must meet the diverse needs of students today, including those who exhibit less than optimal learning behaviors. Combined with the evidence that PA is linked to several health and cognitivebehavior benefits, providing classroom-based PA that is incorporated within the curriculum provides common ground for all students to participate. It is a potential solution to increasing behavioral engagement, and in turn stimulating and enhancing learning.

Incorporating physical activity‐based interventions in school psychology research and practice: A systematic review

“…In‐class physical activity : Most studies focused on in‐class physical activity where students engaged in movement breaks during instructional time (i.e., Fedewa, Ahn, Erwin, & Davis, ; Harvey et al, ; Melnyk et al, , ; Mullender‐Wijnsma et al, ; Ronsley, Lee, Kuzeljevic, & Panagiotopoulos, ; Shoval & Shulruf, ). Three of these studies involved elementary‐aged students engaging in physical activity during classroom time while integrating classroom concepts (Fedewa et al, ; Harvey et al, ; Mullender‐Wijnsma et al, ; Shoval & Shurluf, ). Harvey et al () provided an example that involves spelling lessons focused on the topic of planets where “students will spell each continent starting with the smallest to the largest.…”

“…Three of these studies involved elementary‐aged students engaging in physical activity during classroom time while integrating classroom concepts (Fedewa et al, ; Harvey et al, ; Mullender‐Wijnsma et al, ; Shoval & Shurluf, ). Harvey et al () provided an example that involves spelling lessons focused on the topic of planets where “students will spell each continent starting with the smallest to the largest. Students will hop off of both feet as they say each letter for each continent” (Harvey et al, , p. 305).…”

“…Harvey et al () provided an example that involves spelling lessons focused on the topic of planets where “students will spell each continent starting with the smallest to the largest. Students will hop off of both feet as they say each letter for each continent” (Harvey et al, , p. 305). Two of these studies focused on academic outcomes (i.e., Fedewa et al, ; Mullender‐Wijnsma et al, ) for elementary students and did not bring forth significant results or brought forth inconclusive results, respectively.…”

“…The majority of the interventions are considered to be within Tier 1 practice ( n = 15; Bundy et al, ; Fedewa et al, ; Felver et al, ; Käll et al, ; ; London et al, ; Madsen et al, ; Mayfield et al, ; Melnyk et al, , ; Mullender‐Wijnsma, ; Napoli et al, ; Ronsely et al, ; Shoval & Shulruf, ; Twemlow et al, ), serving all students by means of full‐school initiatives such as in‐class physical activity, integrated health curriculum, and facilitated recess. Although fewer studies focused on Tier II practices ( n = 3; Bray et al, ; Harvey et al, ; Peck et al, ), two of these studies supported small groups of children with asthma and anxiety symptoms or on‐task behavior by providing a yoga intervention through a video. The other study focused on incorporating physical activity during the school day to support a group of students with learning and behavioral challenges.…”

“…Although just one in‐class physical activity study focused on behavioral outcomes and obtained positive findings (i.e., increased self‐management, cooperation, and responsiveness; Harvey et al, ), this is a feasible intervention that may demonstrate promise. Although, academic outcomes of in‐class physical activity interventions were inconclusive, Fedewa et al () highlight that they do not impede academic benefit.…”