Effect of Integrated Physical Activities with Mathematics on Objectively Assessed Physical Activity

• Main Authors: Spyridoula Vazou (Author), Pedro F. Saint-Maurice (Author), Miriam Skrade (Author), Gregory Welk (Author)
• Format: Book
• Published: MDPI AG, 2018-10-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.

Summary

Background: One of the promising strategies for increasing physical activity (PA) at school is to integrate it with academic learning. The purposes of this study were: (a) to examine differences in objectively measured PA levels between integrated PA with mathematics and traditional lessons, and (b) to evaluate the PA levels of different integrated PAs. Methods: Seventy-seven 4th grade students (41 males) were included in an intervention (Move for Thought program: M4T) group (n = 46) that utilized PA integrated with mathematics or a control group (n = 31). Accelerometer data from each student were collected during five complete school days. M4T and control classroom sessions were identified using teachers&rsquo; logs. Accelerometer data were extracted, processed separately, and aggregated into a single data set. Minutes and percent time at different PA intensities were obtained using accelerometer minute-by-minute predicted METs. Results: One-way ANOVAs on PA levels showed a significant group effect (F = 5.33, p < 0.05) on moderate-to-vigorous PA (MVPA) in favor of the M4T group, but not on sedentary and light PA. The most active integrated PA provided 10.88 min of MVPA (SD = 11.87; 21.38 &plusmn; 24.38%) in a 50 min class period. Conclusion: Integrating PA with mathematics in the classroom can contribute to increasing MVPA levels in children.

Item Description

2227-9067
10.3390/children5100140