The impact of moderate-vigorous intensity physical education class immediately prior to standardized testing on student test-taking behaviors

Thompson, Hannah; Duvall, Jessica; Padrez, Ryan; Rosekrans, Natalie; Madsen, Kristine A.

doi:10.1016/j.mhpa.2016.06.002

Cited by 10 publications

(18 citation statements)

References 17 publications

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“…An individual's explanation of their current situation and information depends on reserves of knowledge and experience they own (Chang and Edwards, 2015 ). In other words, existing knowledge and experience (that is, PK) will facilitate learners to identify opportunities for learning, but the learners may not know how to draw upon their existed knowledge base in their seeking of knowledge (Ineson et al, 2013 ; Thompson et al, 2016 ). The function of PK is to help the learner understand external knowledge and information, and then to combine the intension of acquiring knowledge with their PK (Williams and Lombrozo, 2013 ; Li et al, 2015 ), thus generating a more enriched basis of PK (Ineson et al, 2013 ; Cordova et al, 2014 ).…”

Section: Theory and Hypotheses Developmentmentioning

confidence: 99%

Use of Knowledge Transfer Theory to Improve Learning Outcomes of Cognitive and Non-cognitive Skills of University Students: Evidence From Taiwan

et al. 2021

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Previous studies have explored a multitude of factors influencing student learning outcomes based on various theories. Knowledge transfer theory was adopted to develop the antecedents of student learning outcomes in the complete learning process. This study aims to explore the conspicuousness between various factors within the structural model, such as knowledge transfer, student orientation, and absorptive capacity, by combining marketing and management concepts with higher education studies. This study takes Taiwanese University students as its research samples, and purposive sampling is adopted. A total of 873 questionnaires are collected in this study. PLS-SEM was used to verify the structural relationship in data analysis via running of SmartPLS. The results indicate that knowledge transfer and student orientation have significant impacts on students' absorptive capacity and learning outcomes and that students' prior knowledge has a positive moderating effect on the relationship between knowledge transfer and absorptive capacities. Based on these findings, the researchers propose feasible suggestions for related issues and future research.

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Section: Theory and Hypotheses Developmentmentioning

confidence: 99%

Use of Knowledge Transfer Theory to Improve Learning Outcomes of Cognitive and Non-cognitive Skills of University Students: Evidence From Taiwan

et al. 2021

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“…Instead, using a contextual approach, such as multi-level modelling, seems more appropriate for this type of hierarchical data because it takes into account the variation in scores at different levels [36]. This statistical approach was used in very few similar studies on MVPA in PE classes [37][38][39].…”

Section: Introductionmentioning

confidence: 99%

Effects of gender, activity type, class location and class composition on physical activity levels experienced during physical education classes in British secondary schools: a pilot cross-sectional study

et al. 2020

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Background Pupils in secondary schools do not meet the targets for physical activity levels during physical education (PE) sessions, and there is a lack of data on the vigorous physical activity domain (VPA) in PE known to be positively associated with cardio metabolic health While PE session intensity depends on a variety of factors, the large majority of studies investigating these factors have not taken into account the nested structure of this type of data set. Therefore, the aim of this study was to investigate the relationship between various factors (gender, activity type, class location and class composition) and various activity levels during PE classes in secondary schools, using a multi-level statistical approach. Methods Year eight (12–13 years old) adolescents (201 boys and 106 girls) from six schools were fitted with accelerometers during one PE session each, to determine the percentage (%) of the PE session time spent in sedentary (SPA), light (LPA), moderate (MPA), vigorous (VPA) and moderate-to-vigorous (MVPA) intensity levels. Two- and three-level (pupils, n = 307; classes, n = 13, schools, n = 6) mixed-effect models were used to assess the relationship between accelerometer-measured physical activity levels (% of class time spent in various activity levels) and gender, activity type, class location and composition. Results Participants engaged in MVPA and VPA for 30.7 ± 1.2% and 11.5 ± 0.8% of PE classes, respectively. Overall, no significant association between gender or class composition and PA was shown. A significant relationship between activity type and PA was observed, with Artistic classes significantly less active than Fitness classes for VPA (5.4 ± 4.5 vs. 12.5 ± 7.1%, p = 0.043, d:1.19). We also found a significant association between class location and PA, with significantly less time spent in SPA (24.8 ± 4.8% vs. 30.0 ± 3.4%, p = 0.042, d:0.77) and significantly more time spent in VPA (12.4 ± 3.7% vs. 7.6 ± 2.0%, p = 0.022, d:1.93) and MVPA (32.3 ± 6.7% vs.24.8 ± 3.8%, p = 0.024, d:1.33) in outdoors vs. indoors classes. Conclusions The results suggest that class location and activity type could be associated with the intensity of PA in PE. It is essential to take into account the clustered nature of this type of data in similar studies if the sample size allows it.

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“…The PA sessions lasted approximately 20–30 min and varied in intensity. Two of these studies indicated positive effects of PA sessions on math scores [61, 76] and two indicated neutral effects [75, 77] One of the acute effect studies employed 5–20-min breaks during math lessons [9]. In this study, math scores proved to be higher after 10- and 20-min exercise breaks but not after 5-min breaks.…”

Section: Resultsmentioning

confidence: 82%

“…In four of the five studies investigating the acute effects of PA on math performance, PA sessions took place right before math performance testing sessions [61, 75–77]. The PA sessions lasted approximately 20–30 min and varied in intensity.…”

Section: Resultsmentioning

confidence: 99%

Effects of school-based physical activity on mathematics performance in children: a systematic review

Sneck

Viholainen

Syväoja

et al. 2019

Int J Behav Nutr Phys Act

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BackgroundThe benefits of physical activity (PA) on children’s health and wellbeing are well established. However, the benefits of PA on academic performance and particularly on mathematics performance warrant systematic analysis. Mathematics is one of the core subjects in school education globally.MethodsWe systematically searched, analysed and synthesized the literature on the effects of school-based PA interventions on mathematics performance in children aged 4–16. A total of 29 studies consisting of randomised trials and other interventions with control groups were identified through a systematic search, and 11 of them provided sufficient data and appropriate design for a meta-analysis.ResultsOf the 29 studies involving 11,264 participants, positive overall effects of a PA intervention on mathematics performance were found in 13 studies (45%) and neutral overall effects in 15 studies (52%). Only one study reported a significant negative result for a subgroup of children in the first half of the intervention. In a risk-of-bias assessment, 12 studies had low, 17 moderate, and none had a high risk of bias. The meta-analysis of 11 studies suggested an overall small positive effect (ES = 0.23) of the interventions. Only one study in the meta-analysis indicated a negative effect in one of the intervention groups.ConclusionsAdding PA to the school day may enhance children’s mathematics performance or has no negative effects on performance. Several types of PA interventions can be recommended to be added to the school day.

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The impact of moderate-vigorous intensity physical education class immediately prior to standardized testing on student test-taking behaviors

Cited by 10 publications

References 17 publications

Use of Knowledge Transfer Theory to Improve Learning Outcomes of Cognitive and Non-cognitive Skills of University Students: Evidence From Taiwan

Use of Knowledge Transfer Theory to Improve Learning Outcomes of Cognitive and Non-cognitive Skills of University Students: Evidence From Taiwan

Effects of gender, activity type, class location and class composition on physical activity levels experienced during physical education classes in British secondary schools: a pilot cross-sectional study

Effects of school-based physical activity on mathematics performance in children: a systematic review

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