Effects of aerobic and cognitively-engaging physical activity on academic skills. A cluster randomized controlled trial.

Autor/inn/en	Bruijn, Anne G. M. de; Kostons, Danny D. N.M.; Fels, Irene M. J. van der; Visscher, Chris; Oosterlaan, Jaap; Bosker, Roel J.
Titel	Effects of aerobic and cognitively-engaging physical activity on academic skills. A cluster randomized controlled trial. Gefälligkeitsübersetzung: Effekte aerober und kognitiv beanspruchender physischer Aktivitäten auf die akademischen Fertigkeiten. Eine randomisierte kontrollierte Clusteranalyse.
Quelle	In: Journal of sports sciences, 38 (2020) 15, S. 1806-1817 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0264-0414; 1466-447X
DOI	10.1080/02640414.2020.1756680
Schlagwörter	Empirische Untersuchung; Erfolg; Kognition; Motorische Entwicklung; Psychologie; Verhalten; Kind; Schule; Schulerfolg; Kognitives Lernen; Entwicklungsphysiologie; Gesundheitsförderung; Ausdauertraining; Bewegungsverhalten; Soziologie; Grundschulalter; Entwicklung; Intervention; Leistungsförderung
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.
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2021/3