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    Acute Effects of Classroom Exercise Breaks on Executive Function and Math Performance: A Dose-Response Study

    234881_234881.pdf (296.6Kb)
    Access Status
    Open access
    Authors
    Howie, Erin
    Schatz, J.
    Pate, R.
    Date
    2015
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Howie, E. and Schatz, J. and Pate, R. 2015. Acute Effects of Classroom Exercise Breaks on Executive Function and Math Performance: A Dose-Response Study. Research Quarterly for Exercise and Sport. 86 (3): pp. 217-224.
    Source Title
    Research Quarterly for Exercise and Sport
    DOI
    10.1080/02701367.2015.1039892
    ISSN
    0270-1367
    School
    School of Physiotherapy and Exercise Science
    URI
    http://hdl.handle.net/20.500.11937/25040
    Collection
    • Curtin Research Publications
    Abstract

    Purpose: The purpose of this study was to determine the acute dose-response relationship of classroom exercise breaks with executive function and math performance in 9- to 12-year-old children by comparing 5-min, 10-min, or 20-min classroom exercise breaks to 10 min of sedentary classroom activity. Method: This study used a within-subjects experimental design conducted in the spring of 2012. Ninety-six 4th- and 5th-grade students in 5 classrooms in South Carolina were randomized to receive each of 4 treatments: 5-min, 10-min, or 20-min exercise breaks or 10 min of a sedentary lesson led by research staff. Students completed the Trail-Making Test, an Operational Digit Recall test, and a math fluency test immediately before and after each condition. Planned linear contrasts were used to compare posttest scores between conditions using a repeated-measures mixed model, adjusted for gender, classroom, and the time-varying pretest scores. Potential effect modifiers were added as interaction terms. Results: Math scores were higher after the 10-min and 20-min exercise breaks compared with the sedentary condition (d = 0.24, p =.04, and d = 0.27, p =.02, respectively), and an interaction was observed with gender, IQ, aerobic fitness, and lower engagement in some of the conditions. There were no improvements in executive function tasks. Conclusions: A 10-min and 20-min classroom exercise break moderately improved math performance in students compared with a seated classroom lesson. © 2015

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