ERIC Number: EJ1056401
Record Type: Journal
Publication Date: 2015-Apr
Abstractor: As Provided
Reference Count: 44
A Randomized Controlled Design Investigating the Effects of Classroom-Based Physical Activity on Children's Fluid Intelligence and Achievement
Fedewa, Alicia L.; Ahn, Soyeon; Erwin, Heather; Davis, Matthew C.
School Psychology International, v36 n2 p135-153 Apr 2015
Existing literature shows promising effects of physical activity on children's cognitive outcomes. This study assessed via a randomized, controlled design whether additional curricular physical activity during the school day resulted in gains for children's fluid intelligence and standardized achievement outcomes. Participants were children (N?=?460) from four urban schools in the Southeast United States. Schools were randomly assigned to treatment and control conditions. Treatment schools received additional physical activity breaks throughout the school day while control schools maintained a typical schedule without curricular activity breaks. Results from the one-year study show positive effects for children's mathematics and reading achievement but no differences across treatment and control groups for children's fluid intelligence scores. Implications for school psychologists in promoting physical activity breaks on a systems-wide level are discussed.
Descriptors: Physical Activities, Cognitive Development, Intelligence, Child Development, Urban Schools, Recess Breaks, Comparative Analysis, Control Groups, Experimental Groups, Mathematics Achievement, Reading Achievement, Elementary School Students, Grade 3, Grade 4, Grade 5, Intervention, Measurement Equipment, Standardized Tests, Pretests Posttests, Statistical Analysis, Correlation, Hierarchical Linear Modeling
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
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