'Maths on the move': Effectiveness of physically-active lessons for learning maths and increasing physical activity in primary school students

M Vetter; H T O'Connor; N O'Dwyer; J Chau; R Orr

doi:10.1016/j.jsams.2019.12.019

'Maths on the move': Effectiveness of physically-active lessons for learning maths and increasing physical activity in primary school students

J Sci Med Sport. 2020 Aug;23(8):735-739. doi: 10.1016/j.jsams.2019.12.019. Epub 2019 Dec 23.

Authors

M Vetter¹, H T O'Connor², N O'Dwyer³, J Chau⁴, R Orr⁵

Affiliations

¹ Discipline of Exercise and Sport Science, Faculty of Medicine and Health Sciences, The University of Sydney, Camperdown NSW 2006, Australia. Electronic address: mvet2126@uni.sydney.edu.au.
² Discipline of Exercise and Sport Science, Faculty of Medicine and Health Sciences, The University of Sydney, Camperdown NSW 2006, Australia; Charles Perkins Centre, The University of Sydney, Camperdown, NSW, 2006, Australia. Electronic address: helen.oconnor@sydney.edu.au.
³ Discipline of Exercise and Sport Science, Faculty of Medicine and Health Sciences, The University of Sydney, Camperdown NSW 2006, Australia. Electronic address: nicholas.odwyer@sydney.edu.au.
⁴ Department of Health Systems and Populations, Macquarie University, Level 3, 75 Talavera Road, NSW 2109, Australia. Electronic address: josephine.chau@mq.edu.au.
⁵ Discipline of Exercise and Sport Science, Faculty of Medicine and Health Sciences, The University of Sydney, Camperdown NSW 2006, Australia; Charles Perkins Centre, The University of Sydney, Camperdown, NSW, 2006, Australia. Electronic address: rhonda.orr@sydney.edu.au.

PMID: 31926869
DOI: 10.1016/j.jsams.2019.12.019

Abstract

Objectives: This study evaluated the benefit of physically-active lessons for learning maths multiplication-tables. The impact of the intervention on general numeracy, physical activity (PA), aerobic fitness, body mass index (BMI) and school-day moderate to vigorous PA (MVPA) was also assessed.

Design: Randomised controlled cross-over trial.

Method: Year 3 students (n=172, mean age 8.4±0.3 years, 48% male) were recruited from 10 classes across two urban primary schools. Participants were randomly assigned to a seated classroom (Classroom) group or physically-active lessons in the playground (Playground) and crossed over to the alternative condition in the subsequent school term. The 6-week intervention comprised 3×30min sessions/week. Multiplication-tables (teacher-designed test) and general maths (standardised test) were assessed pre- and post-intervention. Aerobic fitness was assessed via the shuttle-run. Pre- to post-intervention change scores were compared for analysis and effect sizes (ES) calculated. Total PA and MVPA were assessed with accelerometers in a subset of participants.

Results: Multiplication scores improved significantly more in Playground than Classroom groups (ES=0.23; p=0.045), while no significant differences were observed in general numeracy (ES=0.05; p=0.66). Total PA and MVPA were substantially higher during Playground than Classroom lessons (ES: total PA=7.4, MVPA=6.5; p<0.001) but there were no differences in PA/MVPA between the groups throughout the rest of the school day. Aerobic fitness improved more in Playground than Classroom groups (ES=0.3; p<0.001) while the change in BMI was not different between groups (p=0.39).

Conclusions: Physically-active lessons may benefit the learning of maths multiplication-tables while favourably contributing to school-day PA/MVPA.

Keywords: Actigraphy; Education; Fitness; Numeracy; School children.

Publication types

Randomized Controlled Trial

MeSH terms

Actigraphy
Body Mass Index
Child
Cross-Over Studies
Exercise*
Female
Humans
Learning*
Male
Mathematics / education*
Models, Educational*
Schools