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• W3107601757 abstract "Although it is widely accepted that physical activity (PA) can benefit our overallhealth, researchers are challenging the limitation of PA promotion primarily as energyexpenditure. Growing evidence supports the positive effects of PA on children’scognitive growth and function which can enhance their learning. Concerns for the healthof children alone has led to the realization of the need for more PA in schools. However,many educators recognize that PA has a positive impact on concentration, learning andacademic success. A major barrier of increasing PA in schools is the current paradigm ofthought that ‘academics’ takes priority over PA. The trend to reduce opportunities forPA during the school day in lieu of ‘academic’ instruction time is a growing concern.The problem is that “academic” instructional time predominately means students sittingin an often-congested classroom learning through mostly sedentary methods. Recentresearch focusing on the benefits of PA to children’s cognitive growth and functionattempts to overcome the barriers to increasing PA in schools through the integration ofPA with curriculum outcomes traditionally taught in the classroom.The current research study involved 86 grade four students from a publicelementary school. The researcher developed a unit of lessons in mathematics inconsultation with the grade four teachers and the curriculum guides set out by the schooldistrict. For each lesson, two formats were developed, one was based on traditionalclassroom methods and the other was integrated with physical activity. The physicallyactive lessons constituted the intervention while the classroom lessons served as thecontrol and a switched replication design was used. The learning outcomes taught for each lesson, both the traditional and PA lessons, were evaluated immediately after thelesson through a short post-test/quiz administered by the classroom teacher to measurewhat was learned. The student scores for the post-test/quiz were similar in bothconditions while PA was increased significantly during the intervention. This isconsistent with the results of other studies in that there were no significant positiveeffects on the learning outcomes measured but neither were there negative effects whenPA was increased. Such results demonstrate that lessons can be taught effectively whileincreasing the amount of PA in schools.A unique component of this study was a qualitative focus group study followingthe intervention which examined students’ perceptions of their learning experience duringthe intervention. The key benefits perceived by participants were increased enjoymentand enthusiasm for mathematics which promoted their engagement in the learningactivities due to enhanced opportunities for physical activity and social interaction.These positive perceptions demonstrate potential for not only using a physically active ormovement-based approach to teach mathematical concepts but the potential to increasestudent engagement and enjoyment in their learning experience.The results of this study add to the limited research in this area. The traditionalteaching approach of our current school system, which uses predominantly sedentarymethods in a classroom setting, is challenged by the growing evidence that PA can beintegrated effectively into the school day. This type of teaching strategy has the potentialto increase PA for children during the school day, promote student engagement inlearning and, as a result, increase academic achievement." @default.
• W3107601757 created "2020-12-07" @default.
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• W3107601757 date "2019-06-01" @default.
• W3107601757 modified "2023-09-23" @default.
• W3107601757 title "Integrating physical activity with academic outcomes for learning" @default.
• W3107601757 hasPublicationYear "2019" @default.
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