COGNITIVE FUNCTIONING AND CLASSROOM-BASED PHYSICAL ACTIVITY

Francesca Latino, Francesco Tafuri

Abstract


Physical activity has been shown to have numerous cognitive benefits for youths. In particular, by incorporating regular physical activity into curricular routines, students can reap these cognitive benefits, which can have a positive impact on their math performance. Therefore, aim of the present work was to investigate how a classroom-based physical activity intervention could affect mathematics performance both in students with mathematics learning disabilities and who do not have any specific learning disabilities. Participants were 104 students attending the first year of high school. At baseline and after intervention, a battery of standardized motor tests and the AC-MT 11-14 test was administrated. In comparison to the control, the intervention group showed significant improvements in comprehension and production, arithmetic reasoning and problem solving, as well as in physical fitness. No significant changes were found in the control group. The findings of this study indicated that integrating physical activity with mathematics classes has stronger effects on mathematics performance than traditional lessons.


Keywords


academic achievement; special pedagogy; educationa process

Full Text:

PDF

References


Aguayo, B. B., Román, P. Á. L., Sánchez, J. S., & Vallejo, A. P. (2022). Effect of physical activity and fitness on executive functions and academic performance in children of elementary school. A systematic review.

Chang, H., & Beilock, S. L. (2016). The math anxiety-math performance link and its relation to individual and environmental factors: A review of current behavioral and psychophysiological research. Current Opinion in Behavioral Sciences, 10, 33-38.

Cichy, I., Kaczmarczyk, M., Wawrzyniak, S., Kruszwicka, A., Przybyla, T., Klichowski, M., & Rokita, A. (2020). Participating in physical classes using Eduball stimulates acquisition of mathematical knowledge and skills by primary school students. Frontiers in Psychology, 11, 2194.

Cornoldi, C., Minor, D. F., Lucangeli, D., & Perini, N. (2020). AC-MT 6-11 anni: prove per la classe: guida: valutazione standardizzata delle abilità di calcolo e di soluzione di problemi. Erickson.

Donnelly, J. E., & Lambourne, K. (2011). Classroom-based physical activity, cognition, and academic achievement. Preventive medicine, 52, S36-S42.

Haverkamp, B. F., Wiersma, R., Vertessen, K., van Ewijk, H., Oosterlaan, J., & Hartman, E. (2020). Effects of physical activity interventions on cognitive outcomes and academic performance in adolescents and young adults: A meta-analysis. Journal of sports sciences, 38(23), 2637-2660.

König, J., Blömeke, S., Jentsch, A., Schlesinger, L., née Nehls, C. F., Musekamp, F., & Kaiser, G. (2021). The links between pedagogical competence, instructional quality, and mathematics achievement in the lower secondary classroom. Educational Studies in Mathematics, 107, 189-212.

Mavilidi, M. F., & Vazou, S. (2021). Classroom‐based physical activity and math performance: Integrated physical activity or not?. Acta paediatrica, 110(7), 2149-2156.

Reed, J. A., Einstein, G., Hahn, E., Hooker, S. P., Gross, V. P., & Kravitz, J. (2010). Examining the impact of integrating physical activity on fluid intelligence and academic performance in an elementary school setting: a preliminary investigation. Journal of Physical Activity and Health, 7(3), 343-351.

Schneider, M., Beeres, K., Coban, L., Merz, S., Susan Schmidt, S., Stricker, J., & De Smedt, B. (2017). Associations of non‐symbolic and symbolic numerical magnitude processing with mathematical competence: A meta‐analysis. Developmental science, 20(3), e12372.

Schneider, M., Merz, S., Stricker, J., De Smedt, B., Torbeyns, J., Verschaffel, L., & Luwel, K. (2018). Associations of number line estimation with mathematical competence: A meta‐analysis. Child development, 89(5), 1467-1484.

Sember, V., Jurak, G., Kovač, M., Morrison, S. A., & Starc, G. (2020). Children's physical activity, academic performance, and cognitive functioning: a systematic review and meta-analysis. Frontiers in public health, 8, 307.

Sibley, B. A., & Etnier, J. L. (2003). The Relationship between Physical Activity and Cognition in Children: A Meta-Anal-ysis. Pediatric Exercise Science, 15(3), 243–256. https://doi.org/10.1123/pes.15.3.243

Sneck, S., Viholainen, H., Syväoja, H., Kankaapää, A., Hakonen, H., Poikkeus, A. M., & Tammelin, T. (2019). Effects of school-based physical activity on mathematics performance in children: a systematic review. International Journal of Behavioral Nutrition and Physical Activity, 16, 1-15.

Syväoja, H. J., Kankaanpää, A., Hakonen, H., Inkinen, V., Kulmala, J., Joensuu, L., ... & Tammelin, T. H. (2021). How physical activity, fitness, and motor skills contribute to math performance: Working memory as a mediating factor. Scandinavian Journal of Medicine & Science in Sports, 31(12), 2310-2321.

Tomporowski, P. D., & Ellis, N. R. (1986). Effects of exercise on cognitive processes: a review. Psychological bulletin, 99(3), 338.

Ukobizaba, F., Nizeyimana, G., & Mukuka, A. (2021). Assessment Strategies for Enhancing Students' Mathematical Problem-Solving Skills: A Review of Literature. Eurasia Journal of Mathematics, Science and Technology Education, 17(3).

Vazou, S., & Skrade, M. A. (2017). Intervention integrating physical activity with math: Math performance, perceived competence, and need satisfaction. International Journal of Sport and Exercise Psychology, 15(5), 508-522.

Verschaffel, L., Schukajlow, S., Star, J., & Van Dooren, W. (2020). Word problems in mathematics education: A survey. ZDM, 52, 1-16.

Vetter, M., Orr, R., O'Dwyer, N., & O'Connor, H. (2020). Effectiveness of active learning that combines physical activity and math in schoolchildren: a systematic review. Journal of School Health, 90(4), 306-318.

Walsh, E. I., Smith, L., Northey, J., Rattray, B., & Cherbuin, N. (2020). Towards an understanding of the physical activity-BDNF-cognition triumvirate: A review of associations and dosage. Ageing research reviews, 60, 101044.

Zhang, J., Zhao, N., & Kong, Q. P. (2019). The relationship between math anxiety and math performance: A meta-analytic investigation. Frontiers in psychology, 10, 1613.

Zhou, B., Wang, Z., Zhu, L., Huang, G., Li, B., Chen, C., ... & Liu, T. C. (2022). Effects of different physical activities on brain-derived neurotrophic factor: A systematic review and bayesian network meta-analysis. Frontiers in Aging Neuroscience, 14, 981002.




DOI: https://doi.org/10.32043/gsd.v8i3.1081

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 ITALIAN JOURNAL OF HEALTH EDUCATION, SPORT AND INCLUSIVE DIDACTICS

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Italian Journal of Health Education, Sports and Inclusive Didactics 
ISSN printed: 2532-3296