The DOI matches its Crossref record.
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.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“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]
Citations
Cites
Still being checked.
Cited by
Sorted by citations
Physical Activity for Cognitive and Mental Health in Youth: A Systematic Review of Mechanisms
Lubans, D., Richards, J., Hillman, C., Faulkner, G., Beauchamp, M., Nilsson, M., Kelly, P., Smith, J., Raine, L., & Biddle, S. (2016) · Pediatrics · doi:10.1542/peds.2016-1642 · Cited by 1,548
Self-citationWatson, A., Timperio, A., Brown, H., Best, K., & Hesketh, K. D. (2017) · International Journal of Behavioral Nutrition and Physical Activity · doi:10.1186/s12966-017-0569-9 · Cited by 689
Singh, A. S., Saliasi, E., van den Berg, V., Uijtdewilligen, L., de Groot, R. H. M., Jolles, J., Andersen, L. B., Bailey, R., Chang, Y.-K., Diamond, A., et al. (2019) · British Journal of Sports Medicine · doi:10.1136/bjsports-2017-098136 · Cited by 588
Academic Achievement and Physical Activity: A Meta-analysis
Álvarez-Bueno, C., Pesce, C., Cavero-Redondo, I., Sánchez-López, M., Garrido-Miguel, M., & Martínez-Vizcaíno, V. (2017) · Pediatrics · doi:10.1542/peds.2017-1498 · Cited by 391
Norris, E., van Steen, T., Direito, A., & Stamatakis, E. (2020) · British Journal of Sports Medicine · doi:10.1136/bjsports-2018-100502 · Cited by 293
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
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 ›
Are you an author, or do you see a problem with this page? Request a review
