The Effect of Physical Activity on Learning and Academic Achievement in Primary School Children

Abstract

Physically active lessons (P) that combine physical activity (PA) with academic content have been introduced into primary schools, but their educational benefit remains unclear. The efficacy of such lessons for learning multiplication facts were explored in this thesis. A systematic review found only 11 studies that investigated learning maths with PA, revealing P were equivocal for learning maths but showed promising results for boosting PA. Therefore, identifying the need for more studies with rigorous assessment of maths and PA. The first study was a randomised crossover trial (RCT) in Year 4 students (n=85, 9.8 ± 0.3 yrs), randomly allocated to either P, or seated classroom lessons (C) for 20 min, 3/week for 6 weeks and then crossed over to the alternate condition for 6 weeks. Only C improved significantly (S) in multiplication (p<0.05) but the difference was not significant (NS) between groups (p=0.86). Only P improved S in general numeracy (p<0.01), S greater than C (p<0.03). Only P improved S in aerobic fitness (p<0.01) but the difference between groups was NS (p=0.06). The second study was a cross-sectional analysis of the relationship between aerobic fitness, maths achievement and body mass index (BMI). Relationships between maths performance and aerobic fitness or BMI were NS. There was an inverse relationship between BMI and fitness. The final study was a crossover RCT similar to the first, but conducted in Year 3 students (n=172, 8.4 ± 0.9 yrs). Accelerometers measured PA in a subset (n=65). Multiplication improved S more in P than C (p=0.045), but were NS in general numeracy (p=0.66). Aerobic fitness improved more in P (p<0.001) and total PA was S higher (p< 0.001). Physically active lessons were effective for learning multiplication and increasing aerobic fitness and PA. More research is needed to identify which skills can effectively be learned while moving.