Acute Effects of Classroom Exercise Breaks on Executive Function and Math Performance: A Dose-Response Study

Autor/inn/en	Howie, Erin K.; Schatz, Jeffrey; Pate, Russell R.
Titel	Acute Effects of Classroom Exercise Breaks on Executive Function and Math Performance: A Dose-Response Study
Quelle	In: Research Quarterly for Exercise and Sport, 86 (2015) 3, S.217-224 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-1367
DOI	10.1080/02701367.2015.1039892
Schlagwörter	Exercise; Executive Function; Correlation; Mathematics Achievement; Preadolescents; Grade 4; Grade 5; Comparative Analysis; Pretests Posttests; Scores; Models; Gender Differences; Intelligence Quotient; Physical Fitness; Measures (Individuals); Predictor Variables; Fidelity; Intervention; Statistical Analysis; South Carolina + Suchen Sie Ihr Suchwort? Übung; Korrelation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Pre-adolescence; Präadoleszenz; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Analogiemodell; Geschlechterkonflikt; Intelligenzquotient; Leistungsfähigkeit; Messdaten; Prädiktor; Statistische Analyse
Abstract	Purpose: The purpose of this study was to determine the acute dose-response relationship of classroom exercise breaks with executive function and math performance in 9- to 12-year-old children by comparing 5-min, 10-min, or 20-min classroom exercise breaks to 10 min of sedentary classroom activity. Method: This study used a within-subjects experimental design conducted in the spring of 2012. Ninety-six 4th- and 5th-grade students in 5 classrooms in South Carolina were randomized to receive each of 4 treatments: 5-min, 10-min, or 20-min exercise breaks or 10 min of a sedentary lesson led by research staff. Students completed the Trail-Making Test, an Operational Digit Recall test, and a math fluency test immediately before and after each condition. Planned linear contrasts were used to compare posttest scores between conditions using a repeated-measures mixed model, adjusted for gender, classroom, and the time-varying pretest scores. Potential effect modifiers were added as interaction terms. Results: Math scores were higher after the 10-min and 20-min exercise breaks compared with the sedentary condition (d = 0.24, p = 0.04, and d = 0.27, p = 0.02, respectively), and an interaction was observed with gender, IQ, aerobic fitness, and lower engagement in some of the conditions. There were no improvements in executive function tasks. Conclusions: A 10-min and 20-min classroom exercise break moderately improved math performance in students compared with a seated classroom lesson. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01