Immediate and delayed effects of integrating physical activity into preschool children's learning of numeracy skills

Journal of Experimental Child Psychology
Myrto-Foteini MavilidiFred Paas

Abstract

A cluster-randomized controlled trial was conducted to examine the effects of a 4-week program that integrated movements into cognitive tasks related to numerical skills. Participants (N = 120, Mage = 4.70 years, SD = 0.49; 57 girls) were assigned to one of the following four conditions: performing integrated physical activity (task relevant), performing nonintegrated physical activity (task nonrelevant), observing integrated physical activity, or conventional sedentary teaching (without performing or observing physical activity). Results showed that children who performed task-relevant integrated physical activity performed better than children in all other conditions. In addition, children who performed physical activity, either integrated or nonintegrated, reported higher scores for enjoyment of the instructional method than the two sedentary learning conditions. Implications for educational theory and practice are discussed.

Citations

Mar 4, 2020·International Journal of Environmental Research and Public Health·Myrto F MavilidiFred Paas
May 20, 2020·Scandinavian Journal of Medicine & Science in Sports·Amanda L McGowanMatthew B Pontifex
Sep 22, 2019·Child Development·Brittany N Thompson, Thalia R Goldstein
Nov 23, 2019·The International Journal of Behavioral Nutrition and Physical Activity·S SneckT Tammelin
Jul 17, 2020·Frontiers in Psychology·Phillip D Tomporowski, Ahmed S Qazi
Jan 9, 2021·The International Journal of Behavioral Nutrition and Physical Activity·Sanne L C VeldmanTeatske M Altenburg
Jan 21, 2021·Journal of Functional Morphology and Kinesiology·Dev Roychowdhury
Apr 14, 2021·Trends in Neuroscience and Education·Amanda L McGowanMatthew B Pontifex
Jun 19, 2021·Journal of Physical Activity & Health·Christine W St LaurentRebecca M C Spencer

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