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Randomized Controlled Trial
. 2018 Dec 17;13(12):e0208787.
doi: 10.1371/journal.pone.0208787. eCollection 2018.

Classroom-based physical activity improves children's math achievement - A randomized controlled trial

Mona Have  1 , Jacob Have Nielsen  1 , Martin Thomsen Ernst  1 , Anne Kaer Gejl  1 , Kjeld Fredens  2 , Anders Grøntved  1 , Peter Lund Kristensen  1
Affiliations
Randomized Controlled Trial

Classroom-based physical activity improves children's math achievement - A randomized controlled trial

Mona Have et al. PLoS One. .

Abstract

This RCT investigated the effect on children of integrating physical activity (PA) into math lessons. The primary outcome was math achievement and the secondary outcomes were executive functions, fitness and body mass index. Twelve Danish schools were randomized to either an intervention group or a control group. A total of 505 children with mean age 7.2 ± 0.3 years were enrolled in the study. Change in math achievement was measured by a 45-minute standardized math test, change in executive function by a modified Eriksen flanker task, aerobic fitness by the Andersen intermittent shuttle-run test, and body mass index by standard procedures. PA during the math lessons and total PA (including time spent outside school) were assessed using accelerometry (ActiGraph, GT3X and GT3X+). Children in the intervention group improved their math score by 1.2 (95% CI 0.3; 2.1) more than the control group (p = 0.011) and had a tendency towards a higher change in physical activity level during math lessons of 120,4 counts/min (95% CI -9.0;249.8.2, p = 0.067). However, the intervention did not affect executive functions, fitness or body mass index. Participation in a 9-month PA intervention (from 2012-2013) improved math achievement among elementary school children. If replicated, these findings would suggest that implementation of physical activity in school settings could lead to higher academic achievement.

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Conflict of interest statement

The authors have declared that no competing interests exist.

Figures

Fig 1
Fig 1. Flowchart of the recruitment and randomization process.
Fig 2
Fig 2. Sex-specific changes in outcomes.
Sex-specific changes in outcomes in the intervention group relative to control (= 0) expressed in standard deviations from baseline to 9 months follow up. Mixed models estimates with school class as random effects, including baseline levels as covariates. Significant gender interaction: * p = 0.03.
Fig 3
Fig 3. Effect of task-relevant versus general Physical activity.
Math score difference in change from control (normal math, 90 min. PE/wk) for subgroups. Extra PE: normal math, 270 min. PE/wk, Active Math: active math, 90 min. PE/wk, Active Math + Extra PE: active math, 270 min. PE/wk. Significantly different from Control: * p<0.05, Extra PE: # p<0.05. Data shown as differences in means.
See this image and copyright information in PMC

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