Next Article in Journal
Fundamental Motor Skills of Children in Deprived Areas of England: A Focus on Age, Gender and Ethnicity
Next Article in Special Issue
Youth Physical Activity Patterns During School and Out-of-School Time
Previous Article in Journal
Integrating Pediatric Hypnosis with Complementary Modalities: Clinical Perspectives on Personalized Treatment
Previous Article in Special Issue
Comparison of Accelerometer-Based Cut-Points for Children’s Physical Activity: Counts vs. Steps
Article Menu
Issue 8 (August) cover image

Export Article

Open AccessArticle
Children 2018, 5(8), 109; https://doi.org/10.3390/children5080109

Preliminary Efficacy and Feasibility of “Thinking While Moving in English”: A Program with Physical Activity Integrated into Primary School English Lessons

Priority Research Centre for Physical Activity and Nutrition, School of Education, University of Newcastle, Callaghan, NSW 2308, Australia
*
Author to whom correspondence should be addressed.
Received: 25 July 2018 / Revised: 3 August 2018 / Accepted: 8 August 2018 / Published: 10 August 2018
(This article belongs to the Special Issue Physical Activity and Sedentary Behaviour in Children and Adolescents)
Full-Text   |   PDF [289 KB, uploaded 16 August 2018]

Abstract

Background: The physical, cognitive, and learning benefits of physical activity for children have already been established. However, many schools are failing to provide children with sufficient activity at school due to a crowded school curriculum. Physical activity interventions that integrate physical activity with learning is a way to enhance physical and cognitive benefits without loss of academic time. This study evaluated the preliminary efficacy and feasibility of “Thinking While Moving in English”, a primary school program that integrates physical activity into English lessons. Method: Two classes of Grade 4 students (n = 55, 10–11 years old) were randomly assigned to the intervention (n = 29) or control (n = 26) conditions. The program components consisted of 3 × 40 min physically active academic lessons per week, delivered over a 4-week period. The following measures were taken at baseline and immediate post-intervention: on-task behavior, cognition (inhibition and working memory), and learning outcomes (spelling and grammar). Results: Results revealed significant improvements in on-task behavior and spelling in the intervention group, compared to the control group. There were no observed improvements in cognitive outcomes or grammar. Conclusions: This study provides preliminary evidence for the efficacy of physically active English lessons to enhance children’s educational outcomes. View Full-Text
Keywords: learning; primary school children; academic achievement; on-task behavior; cognition; physical activity learning; primary school children; academic achievement; on-task behavior; cognition; physical activity
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).
SciFeed

Share & Cite This Article

MDPI and ACS Style

Mavilidi, M.F.; Lubans, D.R.; Eather, N.; Morgan, P.J.; Riley, N. Preliminary Efficacy and Feasibility of “Thinking While Moving in English”: A Program with Physical Activity Integrated into Primary School English Lessons. Children 2018, 5, 109.

Show more citation formats Show less citations formats

Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Related Articles

Article Metrics

Article Access Statistics

1

Comments

[Return to top]
Children EISSN 2227-9067 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert
Back to Top