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Findings From the EASY Minds Cluster Randomized Controlled Trial: Evaluation of a Physical Activity Integration Program for Mathematics in Primary Schools
Abstract
BACKGROUND: To evaluate the impact of a primary school-based physical activity (PA) integration program delivered by teachers on objectively measured PA and key educational outcomes. METHODS: Ten classes from 8 Australian public schools were randomly allocated to treatment conditions. Teachers from the intervention group were taught to embed movement-based learning in their students' (n = 142) daily mathematics program in 3 lessons per week for 6 weeks. The control group (n = 98) continued its regular mathematics program. The primary outcome was accelerometer-determined PA across the school day. Linear mixed models were used to analyze treatment effects. RESULTS: Significant intervention effects were found for PA across the school day (adjusted mean difference 103 counts per minute [CPM], 95% confidence interval [CI], 36.5-169.7, P = .008). Intervention effects were also found for PA (168 CPM, 95% CI, 90.1-247.4, P = .008) and moderate-to-vigorous PA (2.6%, 95% CI, 0.9-4.4, P = .009) in mathematics lessons, sedentary time across the school day (-3.5%, 95% CI, -7.0 to -0.13, P = .044) and during mathematics (-8.2%, CI, -13.0 to -2.0, P = .010) and on-task behavior (13.8%, 95% CI, 4.0-23.6, P = .011)-but not for mathematics performance or attitude. CONCLUSION: Integrating movement across the primary mathematics syllabus is feasible and efficacious.
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“Physically active learning differs from class PA breaks in that PA was integrated into core English and math curriculum learning in the 2 high-quality, small RCTs that identified positive impact on MVPA.55, 56”
From A mixed-studies systematic review and meta-analysis of school-based interventions to promote physical activity and/or reduce sedentary time in children (2020) · cites this paper as [56]
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Metadata
- Authors
- Riley, N., Lubans, D. R., Holmes, K., & Morgan, P. J.
- Affiliations
- University of Newcastle Australia (AU)
- Corresponding author
- Riley, Nicholas
- Venue
- Journal of Physical Activity and Health
- Publisher
- Human Kinetics
- Published
- 2016-02
- Volume
- 13
- Issue
- 2
- Pages
- 198-206
- ISSN
- 1543-3080 (ISSN-L)
- 1543-5474
- OpenAlex
- W2317512247
- Cited by
- 125
- References
- 0
- Citations by year
- 2026: 7 · 2025: 4 · 2024: 9 · 2023: 12 · 2022: 13 · 2021: 13 · 2020: 24 · 2019: 16 · 2018: 13 · 2017: 7 · 2016: 6
- FWCI
- 6.63
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Physical Activity and Health (publishedVersion)
- PubMed (publishedVersion)
- Figshare (submittedVersion)
- NOVA (University of Newcastle Australia) (submittedVersion)
- Funders
- Australian Research Council
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Physical Activity and Health
- Social Sciences › Education › Physical Education and Pedagogy
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › School Health and Nursing Education
- Keywords
- mathematics education, elementary school, movement-based learning, teacher-delivered intervention, moderate-to-vigorous physical activity, sedentary behavior, on-task behavior, mathematics achievement
- MeSH terms
- Australia, Curriculum, Female, Health Promotion, Humans, Male, Mathematics, Motor Activity, Schools, Students, Program Evaluation, Cluster Analysis, Accelerometry
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