Acute Effects of Classroom Exercise Breaks on Executive Function and Math Performance: A Dose–Response Study
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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 = .04, and d = 0.27, p = .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.
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The effects largely depend on different moderators, such as outcome measure, duration or effects were only found in a subgroup.
“The effects largely depend on different moderators, such as outcome measure, 40,41,45,49 duration 46 or effects were only found in a subgroup.39,41,44”
From Effects of physical activity on executive functions, attention and academic performance in preadolescent children: a meta-analysis (2018) · cites this paper as [46]
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- Authors
- Howie, E. K., Schatz, J., & Pate, R. R.
- Affiliations
- University of South Carolina (US)
- Corresponding author
- Howie, Erin K.
- Venue
- Research Quarterly for Exercise and Sport
- Publisher
- Informa UK Limited
- Published
- 2015-05-26
- Volume
- 86
- Issue
- 3
- Pages
- 217-224
- ISSN
- 0034-5377 (ISSN-L)
- 0270-1367
- 2168-3824
- OpenAlex
- W1901553978
- Cited by
- 173
- References
- 34
- Citations by year
- 2026: 7 · 2025: 8 · 2024: 11 · 2023: 29 · 2022: 25 · 2021: 21 · 2020: 17 · 2019: 15 · 2018: 14 · 2017: 14 · 2016: 7 · 2015: 2 · 2012: 1
- FWCI
- 9.10
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Locations
- Research Quarterly for Exercise and Sport (publishedVersion)
- PubMed (publishedVersion)
- eSpace (Curtin University) (submittedVersion)
- Funders
- Centers for Disease Control and Prevention
- 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 › Speech and Hearing › School Health and Nursing Education
- Keywords
- acute exercise, executive function, mathematics achievement, mathematical fluency, dose-response relationship, sedentary behavior, children, elementary school students, cardiorespiratory fitness, gender differences, Trail Making Test, digit recall
- MeSH terms
- Child, Educational Status, Female, Humans, Intelligence, Male, Mathematics, Physical Fitness, Sex Factors, Time Factors, Exercise, Body Mass Index, Executive Function
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