Cited by 173Physical Activity and HealthChildren's Physical and Motor DevelopmentSchool Health and Nursing Education

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

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Howie, Erin K., Schatz, Jeffrey, Pate, Russell R.·2015·Research Quarterly for Exercise and Sport

DOI 10.1080/02701367.2015.1039892

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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 = .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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Authors: Howie, E. K., Schatz, J., & Pate, R. R.
Affiliations: University of South Carolina (US)
Corresponding author: Howie, Erin K.
ORCID: Howie, Erin K.
Schatz, Jeffrey
Pate, Russell R.
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
DOI: 10.1080/02701367.2015.1039892
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
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 › Public Health, Environmental and Occupational Health › Physical Activity and Health
Social Sciences › Psychology › Developmental and Educational Psychology › Children's Physical and Motor Development
Health Sciences › Medicine › Public Health, Environmental and Occupational Health › 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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Acute Effects of Classroom Exercise Breaks on Executive Function and Math Performance: A Dose–Response Study

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