Preschoolers exhibit greater on-task behavior following physically active lessons on the approximate number system.

Autor/inn/en	McGowan, Amanda L.; Ferguson, David P.; Gerde, Hope K.; Pfeiffer, Karin A.; Pontifex, Matthew B.
Titel	Preschoolers exhibit greater on-task behavior following physically active lessons on the approximate number system. Gefälligkeitsübersetzung: Kinder im Vorschulalter zeigen nach körperlich aktiven Stunden ein besseres Verhalten bei der Arbeit im ungefähren Zahlensystem.
Quelle	In: Scandinavian journal of medicine & science in sports, 30 (2020) 9, S. 1777-1786 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0905-7188; 1600-0838
DOI	10.1111/sms.13727
Schlagwörter	Erziehung; Aufmerksamkeit; Kognitionspsychologie; Kognitive Leistung; Leistungsfähigkeit; Belastung; Erziehung; Leistungsfähigkeit; Mathematik; Sport; Sportpsychologie; Aufmerksamkeit; Sportunterricht; Schulerfolg; Sportpädagogik; Kognitives Lernen; Schulbildung; Vorschulalter; Schulbildung; Schulerfolg; Kognitives Lernen; Mathematik; Sport; Sportpsychologie; Sportpädagogik; Sportunterricht; Aufgabenstellung; Belastung
Abstract	Objective: To determine how the dual-task nature of incorporating physical activity with instructional activities immediately impacts acuity of the approximate number system and on-task behavior in preschoolers. Methods: Using a randomized within-participants repeated-measures crossover design, 51 children completed an approximate number system task before and after either 20-min of physically active instruction corresponding to 38% heart rate reserve (HRR; light-to-moderate intensity) or conventional sedentary instruction at corresponding to 21% HRR (very light intensity). Results: Findings revealed that preschool-aged children exhibited similar learning and greater on-task behavior following a single bout of physically active instruction relative to conventional sedentary instruction. Overall, preschoolers accrued 931.3 +/- 8.2 more steps and an additional 9 minutes at or above light-intensity activity during the physically active instruction. Conclusion: Accordingly, these findings suggest that the dual-task nature of physically active learning does not compromise learning, reduces the need for redirecting off-task behavior, and ultimately allows children to avoid sedentary behavior in educational contexts. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2021/2