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'Maths on the move': Effectiveness of physically-active lessons for learning maths and increasing physical activity in primary school students.
Vetter, M; O'Connor, H T; O'Dwyer, N; Chau, J; Orr, R.
Afiliación
  • Vetter M; Discipline of Exercise and Sport Science, Faculty of Medicine and Health Sciences, The University of Sydney, Camperdown NSW 2006, Australia. Electronic address: mvet2126@uni.sydney.edu.au.
  • O'Connor HT; Discipline of Exercise and Sport Science, Faculty of Medicine and Health Sciences, The University of Sydney, Camperdown NSW 2006, Australia; Charles Perkins Centre, The University of Sydney, Camperdown, NSW, 2006, Australia. Electronic address: helen.oconnor@sydney.edu.au.
  • O'Dwyer N; Discipline of Exercise and Sport Science, Faculty of Medicine and Health Sciences, The University of Sydney, Camperdown NSW 2006, Australia. Electronic address: nicholas.odwyer@sydney.edu.au.
  • Chau J; Department of Health Systems and Populations, Macquarie University, Level 3, 75 Talavera Road, NSW 2109, Australia. Electronic address: josephine.chau@mq.edu.au.
  • Orr R; Discipline of Exercise and Sport Science, Faculty of Medicine and Health Sciences, The University of Sydney, Camperdown NSW 2006, Australia; Charles Perkins Centre, The University of Sydney, Camperdown, NSW, 2006, Australia. Electronic address: rhonda.orr@sydney.edu.au.
J Sci Med Sport ; 23(8): 735-739, 2020 Aug.
Article en En | MEDLINE | ID: mdl-31926869
OBJECTIVES: This study evaluated the benefit of physically-active lessons for learning maths multiplication-tables. The impact of the intervention on general numeracy, physical activity (PA), aerobic fitness, body mass index (BMI) and school-day moderate to vigorous PA (MVPA) was also assessed. DESIGN: Randomised controlled cross-over trial. METHOD: Year 3 students (n=172, mean age 8.4±0.3 years, 48% male) were recruited from 10 classes across two urban primary schools. Participants were randomly assigned to a seated classroom (Classroom) group or physically-active lessons in the playground (Playground) and crossed over to the alternative condition in the subsequent school term. The 6-week intervention comprised 3×30min sessions/week. Multiplication-tables (teacher-designed test) and general maths (standardised test) were assessed pre- and post-intervention. Aerobic fitness was assessed via the shuttle-run. Pre- to post-intervention change scores were compared for analysis and effect sizes (ES) calculated. Total PA and MVPA were assessed with accelerometers in a subset of participants. RESULTS: Multiplication scores improved significantly more in Playground than Classroom groups (ES=0.23; p=0.045), while no significant differences were observed in general numeracy (ES=0.05; p=0.66). Total PA and MVPA were substantially higher during Playground than Classroom lessons (ES: total PA=7.4, MVPA=6.5; p<0.001) but there were no differences in PA/MVPA between the groups throughout the rest of the school day. Aerobic fitness improved more in Playground than Classroom groups (ES=0.3; p<0.001) while the change in BMI was not different between groups (p=0.39). CONCLUSIONS: Physically-active lessons may benefit the learning of maths multiplication-tables while favourably contributing to school-day PA/MVPA.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Ejercicio Físico / Modelos Educacionales / Aprendizaje / Matemática Tipo de estudio: Clinical_trials / Prognostic_studies Límite: Child / Female / Humans / Male Idioma: En Revista: J Sci Med Sport Asunto de la revista: MEDICINA ESPORTIVA Año: 2020 Tipo del documento: Article Pais de publicación: Australia
Texto completo
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Ejercicio Físico / Modelos Educacionales / Aprendizaje / Matemática Tipo de estudio: Clinical_trials / Prognostic_studies Límite: Child / Female / Humans / Male Idioma: En Revista: J Sci Med Sport Asunto de la revista: MEDICINA ESPORTIVA Año: 2020 Tipo del documento: Article Pais de publicación: Australia