The effects of integrating physical activity into mathematic lessons on mathematic test performance, body mass index and short term memory among 10 year old children

Abstract

The benefits of physical activity on academic achievements and cognitive performances have attracted a growing interest among researchers and practitioners. Identifying approaches that may foster its effects is crucial. This study examined the effect of integrating physical activity during mathematic lesson on mathematic test performances, short term memory and anthropometric variables using a quasi-experimental design. Among school students.Fifty six primary school students aged 10 years old were recruited and randomly assigned into two groups (n = 28 per group), a physical activity and a control groups. Physical activity was delivered during mathematic lesson for 60 minutes per week, 2 sessions, and 30 minutes per session for 7 weeks. Physical activities include jumping, running and walking. The nonphysical activity group was taught via traditional teaching method. The results of mixed factorial ANOVA (2 groups x 2 testing sessions) revealed no significant interactions in any of the measured parameters. However, the percent increase of digit span test in physical activity group was higher (+34.60%) than nonphysical activity group (+21.09%). Furthermore, the percentage decrease in BMI physical activity group was larger (-1.62%) compared to the decreased in BMI observed in nonphysical activity group (-1.30%). The percent increase of mathematic test score was higher in non-physical activity group (+23.29%) compared to the physical activity group (+14.28%). Physical activity may contribute to academic performance via cognitive functions mechanism following an appropriate types and intensity of activities.