Effects of aerobic and cognitively-engaging physical activity on academic skills: A cluster randomized controlled trial. Issue 15 (2nd August 2020)

• Record Type: Journal Article
• Authors: De Bruijn, Anne G.M; Kostons, Danny D.N.M.; Van Der Fels, Irene M.J; Visscher, Chris; Oosterlaan, Jaap; Hartman, Esther; Bosker, Roel J.
• Is Part Of: Journal of sports sciences. Volume 38:Issue 15(2020)
• Page Start: 1806
• Page End: 1817
• Publication Date: 2020-08-02
• Subjects: Physical education -- exercise -- academic performance -- primary schools -- child development; Sports -- Periodicals; Sports -- Physiological aspects -- Periodicals; Sports -- Psychological aspects -- Periodicals; 612.044
• DOI: 10.1080/02640414.2020.1756680
• Languages: English
• ISSNs: 0264-0414

Abstract

ABSTRACT: This cluster randomized controlled trial (trial-number #) compares effects of two school-based physical activity interventions (aerobic vs. cognitively-engaging) on reading, mathematics, and spelling achievement; and whether effects are influenced by volume of moderate-to-vigorous physical activity and baseline achievement. Twenty-two primary schools participated, where a third and fourth grade class were randomly assigned to the intervention or control group. Intervention groups were randomly assigned to a 14-week aerobic or cognitively-engaging intervention, receiving four physical education lessons a week. Control groups followed their regular physical education program. Academic achievement of 891 children (mean age 9.17 years, 49.4% boys) was assessed with standardized tests before and after the interventions. Post-Test academic achievement did not significantly differ between intervention groups and control group. A higher volume of moderate-to-vigorous physical activity resulted in better post-test mathematics achievement in both intervention groups, and post-test spelling achievement in the cognitively engaging intervention group. Compared to the control group, lower achievers in reading performed better in reading after the cognitively-engaging intervention. A combination of moderate-to-vigorous physical activity and cognitively-engaging exercises seems to have the most beneficial effects. Future intervention studies should take into account quantitative and qualitative aspects of physical activity, and children's baseline academic achievement.