Literaturnachweis - Detailanzeige
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. |
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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 |
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 |