Classroom‐based physical activity and math performance: Integrated physical activity or not?
نویسندگان
چکیده
Aim This 8-week intervention examined the effect of two different types classroom-based physical activity on math performance in elementary school children. Methods Students 4th and 5th grade (N = 560; 32 classes, 9–11 years old) from six schools were assigned to integrated (Move for Thought [M4T], n 221), break (AB; 134) a control group (n 205; usual instruction) eight weeks. completed standardised test before after intervention. Programme fidelity was measured with teacher daily log, recording duration frequency sessions. Linear mixed models used analyses. Grade gender explored as moderators. Results Move outperformed AB (p < 0.001, d 0.44) groups 0.013, 0.38). However, subgroup analyses showed that these effects evident only 4. No differences found. Intervention activities (M4T AB) about every other day, higher implementation among graders. Conclusion study indicated integrating mathematics has stronger than breaks traditional instruction.
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ژورنال
عنوان ژورنال: Acta Paediatrica
سال: 2021
ISSN: ['0803-5253', '1651-2227']
DOI: https://doi.org/10.1111/apa.15860