Physically Active Academic Lessons and Time on Task: The Moderating Effect of Body Mass Index
Abstract
UNLABELLED: Physically active classroom lessons have been found to increase on-task behavior in children. Given that physical activity has been associated with an increased time on task (TOT) and that overweight children take fewer steps than normal weight children do, it was expected that benefits of the physical activity would differentially impact those children of higher weight status. PURPOSE: To examine the effects of a physically active classroom lesson and body mass index (BMI) category on TOT in a sample of elementary-aged children (N = 97). METHODS: Behavior was assessed through direct observations before and after a physically active classroom lesson and before and after a traditional inactive classroom lesson. TOT was calculated through momentary time sampling for each student by dividing the number of on-task observations by the total number of observations per student (interrater reliability = 94%). RESULTS: TOT decreased significantly from before to after the lesson for all BMI categories in the inactive control condition, with no change for the active condition. Post hoc analyses found a significant linear effect for the reduction in TOT with each level of BMI in the inactive condition, with the greatest magnitude of effect for the overweight group. CONCLUSIONS: Physically active classroom lessons provide a buffer to prevent the steep reduction in TOT experienced after a period of inactivity in all children, especially those who are overweight.
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Grieco et al. verified the important role of physical activity in improving adolescents' body mass index (BMI) levels and found that children's academic achievement correlated with their physical fitness levels.
“Grieco et al. verified the important role of physical activity in improving adolescents’ body mass index (BMI) levels and found that children’s academic achievement correlated with their physical fitness levels [23]”
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Teaching Numbers Through Dance
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Physical Activity, Fitness, and Cognitive Function in Children and Adolescents
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Physically active learning in preschoolers: Improved self-regulation, comparable quantity estimation
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- Authors
- GRIECO, L. A., JOWERS, E. M., & BARTHOLOMEW, J. B.
- Affiliations
- The University of Texas at Austin (US)
- ORCID
- BARTHOLOMEW, JOHN B.
- Venue
- Medicine & Science in Sports & Exercise
- Published
- 2009-10
- Volume
- 41
- Issue
- 10
- Pages
- 1921-1926
- ISSN
- 0195-9131 (ISSN-L)
- OpenAlex
- W2056922303
- Cited by
- 156
- References
- 18
- Citations by year
- 2026: 3 · 2025: 1 · 2024: 4 · 2022: 6 · 2021: 11 · 2020: 13 · 2019: 19 · 2018: 20 · 2017: 12 · 2016: 19 · 2015: 15 · 2014: 14 · 2013: 6 · 2012: 3
- FWCI
- 2.86
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Medicine & Science in Sports & Exercise (publishedVersion)
- PubMed (publishedVersion)
- Funders
- National Institute of Diabetes and Digestive and Kidney Diseases (R21DK071975)
- Topics
- Health Sciences › Medicine › Physiology › Physical Activity and Health
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Obesity, Physical Activity, Diet
- Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
- Keywords
- time on task, on-task behavior, body mass index, childhood overweight, elementary school students, school-based physical activity, inactivity, child behavior
- MeSH terms
- Analysis of Variance, Child, Female, Humans, Male, Motor Activity, Random Allocation, Schools, Task Performance and Analysis, Teaching, Time Factors, Body Mass Index, Single-Blind Method, Overweight
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