2022 Research

A longitudinal examination of withholding all or part of recess on children’s physical activity and sedentary behavior: Evidence from a natural experiment

• ABSTRACT: School recess is a daily opportunity for school-age students to be physically active. However, in some territories teachers often use recess for other purposes (e.g., children’s poor classroom behavior might be punished with reduced time for recess). This study aimed to examine the impact of such practices on children’s physical activity (PA) and the relationships between PA, gender, body mass index (BMI), and academic achievement. Forty-six first-grade students from two natural classrooms wore an accelerometer over the course of 6 weeks to measure their metabolic equivalent of task (METs) and sedentary behavior during school recess. Gender, age, BMI, the classroom to which students belonged, and academic achievement were also analyzed in two Generalized Estimating Equations models. Results revealed that boys achieved more METs and spent less time participating in sedentary behavior than girls during recess. Children within a healthy weight range of BMI yielded more METs than underweight and overweight/obese children. Academic achievement was positively associated with the METS and negatively with the sedentary behavior. Finally, withholding all or part of school recess significantly reduced children’s PA and extended their sedentary behavior. The literature indicates that school recess plays an important role in promoting numerous children’s health outcomes. Therefore, students should not be excluded from participation in all or part of recess.
• CITATION: Carriedo, A., & Cecchini, J. A. (2022). A longitudinal examination of withholding all or part of recess on children’s physical activity and sedentary behavior: Evidence from a natural experiment. Early Childhood Education Journal. https://doi.org/10.1007/s10643-022-01325-2

Physical activity during the school day

• ABSTRACT: A plethora of research has been conducted on physical activity (PA) during the school day as part of a CSPAP. Classroom activity, recess, and other school day opportunities such as active transitions, school-wide movement breaks, and drop-ins provide valuable opportunities for students to reach recommended levels of PA. In addition to the health benefits from engaging in PA during this time and decreasing bouts of sedentary behavior, positive outcomes have been demonstrated in terms of students’ academic performance and social/emotional health. The purpose of this paper is to provide an overview of research conducted on PA during the school day over the past decade and offer suggestions to practitioners on efficient and effective ways to incorporate PA during school. Based on the collective efforts of researchers, we summarize the outcomes and provide the biggest “return on investment” for physical educators, classroom teachers, and PA professionals who are most likely to implement PA during the school day as part of a CSPAP.
• CITATION: Erwin, H., Centeio, E., Reed, J., & Stoepker, P. (2022) Physical activity during the school day. Journal of Physical Education, Recreation & Dance, 93(5), 13-19. https://10.1080/07303084.2022.2053473

Physical activity predicts task-related behaviour, affect and tiredness in the primary school classroom: A within-person experiment

• AIM: We investigated the dose–response relationship be- tween acute physical activity (PA) intensity during physical education (PE) lessons (dose), and task behaviour and learning experiences in the classroom after PE (response), and mediation effects of acute PA on-task behaviour via learning experiences.
• METHOD: A total of 78 children (Mage = 9.30years; 43 females) took part. Participants reported learning experiences (tiredness, positive and negative affect) during one afternoon per week for 6weeks. Their task behaviour was observed (on-task, active off-task and passive off-task) during two classroom lessons. Between the classroom lessons, they took part in a PE lesson, with experimentally induced PA intensity (low, medium and high). Accelerometers were worn for 24h leading up to and during every intervention afternoon. Participants completed self-reports three times per classroom lesson, both before and after PE. Intra- and inter-individual differences in PA, task behaviour and learning experiences were analysed with multilevel structural equation models.
• RESULTS: Moderate PA directly increased on-task behaviour and reduced passive off-task behaviour, whereas light PA increased active off-task behaviour and reduced on-task behaviour. We found no direct effects of vigorous PA or mediated effects of any PA intensity on-task-related behaviour. However, a greater positive affect during PE indirectly led to more on-task and less passive off-task behaviour. Regularly active children reported less tiredness in the classroom.
• CONCLUSION: PE lessons can increase on-task behaviour and reduce both passive and active off-task behaviours. Positive affect and tiredness are indirectly involved in the impact of PA on task-related behaviour. The greatest benefits were found for moderate PA and for PE lessons, which left children feeling positive. Moreover, regular participation in moderate-to-vigorous PA leads children to feel less tired during school lessons.
• CITATION: Heemskerk, C., Strand, S., & Malmberg, L.-E. (2022). Physical activity predicts task-related behaviour, affect and tiredness in the primary school classroom: A within-person experiment. British Journal of Educational Psychology, 1-22. https://doi.org/10.1111/bjep.12523

School-based physical activity interventions and language skills: A systematic review and meta-analysis of randomized controlled trials

• OBJECTIVES: School-based physical activity (PA) interventions have proven beneficial for improving cognitive performance and overall academic achievement, but their benefits on language skills remain unclear. We aimed to assess the effects of school-based PA interventions on language skills in children and adolescents.
• DESIGN: Systematic review with meta-analysis. Method: A systematic search was performed in PubMed, PsycINFO and Scopus until September 10th, 2022. We included randomized controlled trials (RCTs) that performed a school-based PA intervention in children/adolescents and that assessed language-related outcomes (i.e., reading, spelling, vocabulary, verbal fluency, comprehension and grammar) or language school grades. Random effect meta-analyses were conducted to pool study results.
• RESULTS: Thirty-one studies (18,651 participants) were finally included. Significant benefits were observed for reading (standardized mean difference [SMD]: 0.15; 95% confidence interval [CI]: 0.08, 0.22), vocabulary (SMD: 0.71; 95%CI: 0.44, 0.97), and comprehension (SMD: 0.24; 95%CI: 0.09, 0.40), with a non-significant trend (p = 0.083) also observed for language school grades (SMD: 0.40; 95%CI: − 0.05, 0.86). No significant benefits were observed for spelling or verbal fluency (both p > 0.05), and no meta-analysis could be performed for grammar skills. No consistent differences were observed between integrated (i.e., performing PA along with the academic content) and non-integrated PA interventions (e.g., extra physical education lessons).
• CONCLUSION: School-based PA interventions appear as an effective strategy for improving different language-related skills, although further research is needed to determine how interventions’ and participants’ characteristics moderate these effects.
• CITATION: Martinez, C. M., Valenzuela, P. L., Zamora, M. M., & Martinez-de-Quel, Ó. (2022). School-based physical activity interventions and language skills: A systematic review and meta-analysis of randomized controlled trials. Journal of Science and Medicine in Sport. https://doi.org/10.1016/j.jsams.2022.12.007

Effects of Maths on the Move on Children’s Perspectives, Physical Activity and Maths Performance

• PURPOSE: To assess the impact of a six-week ‘Maths on the Move’ (MOTM) physically active learning programme on primary school children’s physical activity (PA) levels and maths performance.
• METHOD: Randomised control trial. Year 5 children’s PA was assessed using accelerometry for five consecutive school days at baseline and during the final intervention week (final sample: n=97, age M=9.61±0.29, 52.6% female). Two maths performance tests were used; one assessing mathematical content taught during MOTM and one assessing math’s fluency (MASSAT). Both tests were conducted at baseline and following the intervention (week seven). Focus groups were conducted in week seven with intervention children (n=12), randomly choosing an even split of children classified with pre-intervention low or high PA levels.
• RESULTS: On average, during a typical 45-49 minutes MOTM lesson, children obtained an additional five minutes of moderate-to-vigorous PA and 5.7 minutes of light PA counteracted by a reduction of 9.5 minutes of time spent sedentary compared to children that remained in the classroom (control condition). The maths attainment test performance significantly improved over time for children in the MOTM compared to the control (+6.1 versus +0.9, p≤0.0001, d=1.507). No significant improvements were found in the MASSAT total score. Seven emerging themes were derived from the child focus groups. Children felt the MOTM sessions resulted in social and environmental improvements, which improved learning during the sessions. Children described the MOTM sessions as enjoyable, fun, engaging and invigorating – resulting in positive associations to learning and activity.
• CONCLUSION: Collectively, the findings identify the [Maths on the Move] programme improves pupil’s PA levels, academic outcomes and identifies pupil’s willingness, enjoyment, and engagement.
• CITATION: Morris, J. L., Archbold, V. SJ., Bond, S. J., & Daly-Smith, A. (2022). Effects of Maths on the Move on children’s perspectives, physical activity and maths performance. Translational Journal of the American College of Sports Medicine, 7(1). https://doi.org/10.1249/TJX.0000000000000191

Understanding implementation strategies to support classroom-based physical activity approaches in elementary schools: A qualitative study

• BACKGROUND: Classroom-based physical activity approaches can improve children’s physical activity levels during school. However, the implementation of these approaches remains a challenge. The purpose of this study was to examine implementation strategies to support the delivery of classroom-based physical activity approaches from the perspectives of elementary school staff.
• METHODS: We conducted individual interviews with elementary school staff from a mid-sized school district in Texas. Interviews lasted approximately 60 minutes and were audio recorded and transcribed for analyses. We used directed content analysis and an iterative categorization approach to identify emerging themes related to implementation strategies.
• RESULTS: We interviewed 15 participants (4 classroom teachers, 4 physical education teachers, 3 assistant principals, and 4 principals) about implementation strategies supporting classroom-based physical activity approaches. Four prominent themes related to implementation strategies emerged: 1) the role of program champions, 2) the use and function of staff training, 3) the importance of strategic planning, and 4) the use of positive reinforcements to support implementation.
• CONCLUSIONS: Results highlight the need for multiple implementation strategies to support the delivery of classroom-based physical activity approaches. Results also highlight potential mechanisms through which the implementation strategies operate. This information is valuable to future planning efforts for classroom-based physical activity approaches.
• CITATION: Walker, T. J., Szeszulski, J., Robertson, M., Cuccaro, P. M., & Fernandez, M. E. (2022). Understanding implementation strategies to support classroom-based physical activity approaches in elementary schools: A qualitative study. Evaluation and Program Planning. https://doi.org/10.1016/j.evalprogplan.2022.102051

The effects of active classroom breaks on moderate to vigorous physical activity, behaviour and performance in a Northern NSW primary school: a quasi-experimental study

• ISSUE ADDRESSED: Approximately 77% of NSW children aged 5 to 15 years do not meet physical activity guidelines and many spend a considerable amount of time sitting. Active breaks at primary school are feasible, may increase daily moderate to vigorous physical activity (MVPA) and decrease off-task behaviour without adversely affecting cognitive function and learning.
• METHODS: In this quasi-experimental study, 101 primary school children in six intervention classrooms participated in three ten-minute active breaks per day for six-weeks during class time, while five control classrooms were run as usual (n=89). Physical activity levels were measured using wrist-worn Actigraph wGT3X-BT accelerometers and analysed using a random forest model. Students’ off-task behaviour, wellbeing, cognitive function, and maths performance were also measured. School staff completed a brief feedback survey.
• RESULTS: Children in the intervention group engaged in 15.4 and 10.9 minutes more MVPA per day at 3 and 6 weeks respectively (p<0.001). Participation significantly increased the proportion of children who met the Australian 24-Hour Movement Guidelines (p<0.001). At pre, middle and end of intervention, 44.4%, 60.8% and 55.1% of intervention children and 46.5%, 45.9% and 45.8% of controls met the guidelines. Significantly fewer students engaged in off-task behaviour in the intervention classes at mid and weeks of intervention (-1.4 students, p=0.003). No significant intervention effects were found for wellbeing, cognitive and maths performance.
• CONCLUSIONS: Active classroom breaks are an effective way to increase physical activity among primary school children while reducing off-task classroom behaviour.
• SO WHAT? Primary school students’ health would benefit from active breaks with no detrimental effects on wellbeing, maths and cognitive performance.
• CITATION: Zask, A., Pattinson, M., Ashton, D., Ahmadi, M., Trost, S. G., Irvine, S., Stafford, L., Delbaere, K., & Adams, J. K. (2022). The effects of active classroom breaks on moderate to vigorous physical activity, behaviour and performance in a Northern NSW primary school: A quasi-experimental study. Health Promotion Journal of Australia: Official Journal of Australian Association of Health Promotion Professionals. https://doi.org/10.1002/hpja.688

SECTION 2: Other Relevant Research

Effect of physical activity and fitness on executive functions and academic performance in children of elementary school. A systematic review

• ABSTRACT: This systematic review sought to investigate the influence of physical activity and physical fitness on cognitive functions and academic performance. Studies were identified in four databases from January 2010 through January 2021. A total of 26 studies were selected after meeting the established criteria. Nine studies showed an association between physical activity and physical fitness variables and academic performance. Cardiorespiratory fitness, speed- agility, motor coordination, and perceptual-motor skill had the strongest association with executive function, including attention, memory, inhibition and shifting in 17 studies. Highlevels of physical activity and physical fitness are associated with higher academic performance and executive function. More hours of Physical Education are needed to more effectively develop the cognitive aspects and physical fitness of children in elementary school.
• CITATION: Aguayo, B. B., Román, P. Á. L., Sánchez, J. S., & Vallejo, A. P. (2022). Physical activity and fitness on executive functions and academic performance in children. A systematic review. Cultura, Ciencia y Deporte, 17(51). https://doi.org/10.12800/ccd.v17i51.1699

Physical activity and movement integrated into the second language teaching from an early age: A systematic review

• BACKGROUND: the main objective of this paper is to analyse the effectiveness of physical activity and movement based intervention programmes for teaching and learning a second language (L2) in early childhood, also providing an overview of the current state of the art.
• METHODS: the study presents a systematic review, paying special attention to the scientific literature that combines and integrates in the classroom, physical activity and the contents of the Physical Education curriculum, for the teaching of the L2. The Web of Science (WOS), Scopus and ProQuest have been used as databases, obtaining a total of 14 scientific articles closely related to the subject of the work, published between 2001 and 2020.
• RESULTS and CONCLUSIONS: The results produced following consultation of different search engines reveal that, on the one hand, there is scarce research on this topic and, on the other hand, there is a positive influence of physical and / or expressive activities on the acquisition of a second language. This is especially the case for vocabulary acquisition and is found when comparing with conventional teaching methods.
• CITATION: Padial Ruz, R., García-Molina, R., González Valero, G., & Ubago-Jiménez, J. (2022). Physical activity and movement integrated into the second language teaching from an early age: A systematic review. Nuevas Tendencias En Educación Física, Deporte y Recreación, 2(44), 876–888. https://www.researchgate.net/publication/358262684_Physical_activity_and_movement_integrated_into_the_second_language_teaching_from_an_early_age_a_systematic_review_Actividad_fisica_y_movimiento_integrados_en_la_ensenanza_de_una_segunda_lengua_desde_u