Follow-Up Study Investigating the Effects of a Physically Active Academic Intervention

In previous studies, the effects of physically active academic lessons on academic achievement have been shown. Less is known about follow-up effects and the effects for disadvantaged groups. The first aim of this study was to examine 7–9 months follow-up effects of a physically active academic intervention on academic achievement. The second aim was to examine the effects of the 2-year intervention for a subgroup of socially disadvantaged children. A cluster-randomized controlled trial with 499 children (113 socially disadvantaged children) from second- and third-grade classes was conducted. Children’s academic achievement was measured before the intervention started, after the first and second intervention year, and 7–9 months after the intervention ended. At the 7–9 months follow-up, the intervention group showed significantly greater gains in math performance in comparison with the control group. No significant follow-up effects were found on language performance. Furthermore, the lessons significantly improved the math and spelling performance of socially disadvantaged children after two intervention years. These children did not benefit more from the lessons than other children. In conclusion, effects of physically active academic lessons on math achievement persist when the lessons are no longer taught, and the lessons are an innovative way to improve the academic achievement of socially disadvantaged children. The findings suggest that physically active academic lessons should be considered for inclusion in school curriculums in order to improve the academic achievement of all children

Physically active academic lessons: Effects on physical fitness and executive functions in primary school children

There is increasing evidence that physical activity can improve cognitive functions of primary school children, especially the executive functions (functions that are important for goal directed cognition and behavior). Physically active academic lessons, however, do not improve executive functions in primary school children. This is the conclusion of the thesis of UMCG-researcher Marck de Greeff. A two-year teaching method (called ‘Fit & Vaardig op school’) was developed to improve executive functions and school performance in socially disadvantaged children and children without a social disadvantage. With this teaching method almost 500 second and third grade children were physically active during regular language and math classes. For example, children had to jump eight times to solve the multiplication ‘4 times 2’ or had to perform a squat for every spelled letter in a word. In between the tasks, children were jogging or marching on the spot. In his thesis, de Greeff shows that socially disadvantaged children score lower on math, spelling and reading compared to children without a social disadvantage. In addition, socially disadvantaged children score lower on one of the domains of executive functions (cognitive flexibility), but they do not score lower on physical fitness. Remarkably, the physically active academic lessons had little effect on physical fitness and executive functions. De Greeff concludes that perhaps the intensity of the lessons was too low. Moreover cognitive challenging physical activity may result in larger effects on executive functions, compared to physical activity that focuses on improving physical fitness