Effects of the Active Smarter Kids (ASK) Physical Activity School-based Intervention on Executive Functions: A Cluster-Randomized Controlled Trial
Abstract
The purpose of this study was to examine the effects of a seven-month curriculum prescribed physical activity (PA) intervention (the Active Smarter Kids [ASK] intervention) on executive functions in 10-year-old Norwegian children. A linear mixed model was used to analyze data from 971–1,123 fifth grade children at 28 intervention schools and 29 control schools. The intervention constituted three PA elements: PA educational lessons, PA breaks, and PA homework, adding 165 minutes of PA to the mandatory 135 minutes of PA and physical education. There was no effect of the intervention on executive functions in the intention-to-treat analyses. Per protocol analyses (n = 776–850) revealed small effects of the intervention on the composite score of executive functions, cognitive flexibility, and motor skills. Cognitively engaging and coordinative demanding activities/games seem viable options to increase executive functions and possibly improve academic performance in children.
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Data obtained from accelerometers were not analyzed because of the limitation of this tool in detecting activities performed with the upper body.
“Data obtained from accelerometers were not analyzed because of the limitation of this tool in detecting activities performed with the upper body (30).”
From Does Learning Through Movement Improve Academic Performance in Primary Schoolchildren? A Systematic Review (2022) · cites this paper as [30]
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- Authors
- Aadland, K. N., Ommundsen, Y., Anderssen, S. A., Brønnick, K. S., Moe, V. F., Resaland, G. K., Skrede, T., Stavnsbo, M., & Aadland, E.
- Affiliations
- Høgskulen i Sogn og Fjordane (NO)
- Norwegian School of Sport Sciences (NO)
- Stavanger University Hospital (NO)
- Corresponding author
- Aadland, Katrine Nyvoll
- ORCID
- Venue
- Scandinavian Journal of Educational Research
- Publisher
- Informa UK Limited
- Published
- 2017-06-21
- Volume
- 63
- Issue
- 2
- Pages
- 214-228
- ISSN
- 0031-3831 (ISSN-L)
- 1470-1170
- OpenAlex
- W2655019654
- Cited by
- 44
- References
- 56
- Citations by year
- 2026: 5 · 2025: 7 · 2024: 1 · 2023: 6 · 2022: 12 · 2021: 7 · 2020: 2 · 2019: 2 · 2018: 1 · 2017: 1
- FWCI
- 1.22
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Scandinavian Journal of Educational Research (publishedVersion)
- Funders
- Research Council of Norway (221047/F40)
- Sogn og Fjordane University College
- Norwegian School of Sport Sciences
- Gjensidige Foundation (1042294)
- Topics
- Health Sciences › Medicine › Physiology › Physical Activity and Health
- Social Sciences › Psychology › Developmental and Educational Psychology › Children's Physical and Motor Development
- Health Sciences › Health Professions › Physical Therapy, Sports Therapy and Rehabilitation › Physical Education and Pedagogy
- Keywords
- school-based physical activity intervention, executive function, children, physical activity breaks, physical education, cognitive flexibility, motor skills, academic performance
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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