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Classroom-based physical activity and math performance: Integrated physical activity or not?

Myrto F Mavilidi1,2, Spyridoula Vazou3

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Summary

Integrating physical activity with math lessons, known as Move for Thought (M4T), significantly improved elementary students' math performance compared to activity breaks or traditional instruction. These benefits were most pronounced in 4th-grade students.

Keywords:
activity breaksintegrated physical activitymathematics

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Area of Science:

  • Educational Psychology
  • Kinesiology
  • Child Development

Background:

  • Classroom-based physical activity interventions are increasingly explored to enhance academic outcomes.
  • The specific impact of integrated physical activity versus activity breaks on elementary math performance requires further investigation.

Purpose of the Study:

  • To compare the effects of integrated physical activity (Move for Thought [M4T]) and activity breaks (AB) against a control group on math performance in 4th and 5th graders.
  • To explore grade and gender as potential moderators of the intervention's effectiveness.

Main Methods:

  • An 8-week study involving 560 students (9-11 years old) across six schools, assigned to M4T, AB, or control conditions.
  • Standardized math tests administered pre- and post-intervention; program fidelity assessed via teacher logs.
  • Linear mixed models used for data analysis, with grade and gender as covariates.

Main Results:

  • The Move for Thought (M4T) group demonstrated significantly higher math performance than both the activity break (AB) and control groups.
  • Positive effects were primarily observed in 4th-grade students, with no significant gender differences.
  • Intervention fidelity was higher in 4th graders, with M4T and AB implemented approximately every other day.

Conclusions:

  • Integrating physical activity directly into mathematics instruction (M4T) yields superior improvements in math performance compared to isolated activity breaks or traditional teaching methods.
  • The findings suggest that targeted integration of physical activity can be a valuable strategy for enhancing mathematical learning in elementary education, particularly for younger students.