Publication

Improving Academic Performance of School-Age Children by Physical Activity in the Classroom: 1-Year Program Evaluation

Mullender-Wijnsma, M. J., Hartman, E., de Greeff, J. W., Bosker, R. J., Doolaard, S. & Visscher, C., Jun-2015, In : The Journal of School Health. 85, 6, p. 365-371 7 p.

Research output: Contribution to journalArticleAcademicpeer-review

APA

Mullender-Wijnsma, M. J., Hartman, E., de Greeff, J. W., Bosker, R. J., Doolaard, S., & Visscher, C. (2015). Improving Academic Performance of School-Age Children by Physical Activity in the Classroom: 1-Year Program Evaluation. The Journal of School Health, 85(6), 365-371. https://doi.org/10.1111/josh.12259

Author

Mullender-Wijnsma, Marijke J. ; Hartman, Esther ; de Greeff, Johannes W. ; Bosker, Roel J. ; Doolaard, Simone ; Visscher, Chris. / Improving Academic Performance of School-Age Children by Physical Activity in the Classroom : 1-Year Program Evaluation. In: The Journal of School Health. 2015 ; Vol. 85, No. 6. pp. 365-371.

Harvard

Mullender-Wijnsma, MJ, Hartman, E, de Greeff, JW, Bosker, RJ, Doolaard, S & Visscher, C 2015, 'Improving Academic Performance of School-Age Children by Physical Activity in the Classroom: 1-Year Program Evaluation' The Journal of School Health, vol. 85, no. 6, pp. 365-371. https://doi.org/10.1111/josh.12259

Standard

Improving Academic Performance of School-Age Children by Physical Activity in the Classroom : 1-Year Program Evaluation. / Mullender-Wijnsma, Marijke J.; Hartman, Esther; de Greeff, Johannes W.; Bosker, Roel J.; Doolaard, Simone; Visscher, Chris.

In: The Journal of School Health, Vol. 85, No. 6, 06.2015, p. 365-371.

Research output: Contribution to journalArticleAcademicpeer-review

Vancouver

Mullender-Wijnsma MJ, Hartman E, de Greeff JW, Bosker RJ, Doolaard S, Visscher C. Improving Academic Performance of School-Age Children by Physical Activity in the Classroom: 1-Year Program Evaluation. The Journal of School Health. 2015 Jun;85(6):365-371. https://doi.org/10.1111/josh.12259


BibTeX

@article{468ad141f4214fae8e3890e67418f376,
title = "Improving Academic Performance of School-Age Children by Physical Activity in the Classroom: 1-Year Program Evaluation",
abstract = "BACKGROUNDAn intervention was designed that combined physical activity with learning activities. It was based upon evidence for positive effects of moderate to vigorous physical activity (MVPA) on academic achievement. The aim of this study was to describe the program implementation and effects on academic achievement after 1year.METHODSSecond- and third-grade classes of 6 elementary schools were included in the study. The intervention group participated in physically active academic lessons and the control group in regular classroom lessons. Implementation measures were obtained and the children were pretested and posttested on mathematics and reading.RESULTSTeacher observations and self-reports indicated that the lessons were implemented as planned. Classroom observations showed that children's on-task behavior during the lessons was above 70{\%}. On the basis of heart rate measures, on average 64{\%} of the lesson time was spent in MVPA. Posttest mathematics and reading scores of third-grade children who participated in the intervention were significantly higher in comparison with control children. Posttest mathematics scores of second-grade children in the intervention condition were significantly lower in comparison with control children.CONCLUSIONSThe intervention program was successfully implemented and the lessons contributed to the academic outcomes of third-grade children.",
keywords = "academic achievement, physical activity, program evaluation, school-age children, PREADOLESCENT CHILDREN, ENERGY-EXPENDITURE, EXERCISE, ACHIEVEMENT, BEHAVIOR, BRAIN, TASK, INTERVENTION, OVERWEIGHT, AGREEMENT",
author = "Mullender-Wijnsma, {Marijke J.} and Esther Hartman and {de Greeff}, {Johannes W.} and Bosker, {Roel J.} and Simone Doolaard and Chris Visscher",
year = "2015",
month = "6",
doi = "10.1111/josh.12259",
language = "English",
volume = "85",
pages = "365--371",
journal = "The Journal of School Health",
issn = "0022-4391",
publisher = "Wiley-Blackwell",
number = "6",

}

RIS

TY - JOUR

T1 - Improving Academic Performance of School-Age Children by Physical Activity in the Classroom

T2 - 1-Year Program Evaluation

AU - Mullender-Wijnsma, Marijke J.

AU - Hartman, Esther

AU - de Greeff, Johannes W.

AU - Bosker, Roel J.

AU - Doolaard, Simone

AU - Visscher, Chris

PY - 2015/6

Y1 - 2015/6

N2 - BACKGROUNDAn intervention was designed that combined physical activity with learning activities. It was based upon evidence for positive effects of moderate to vigorous physical activity (MVPA) on academic achievement. The aim of this study was to describe the program implementation and effects on academic achievement after 1year.METHODSSecond- and third-grade classes of 6 elementary schools were included in the study. The intervention group participated in physically active academic lessons and the control group in regular classroom lessons. Implementation measures were obtained and the children were pretested and posttested on mathematics and reading.RESULTSTeacher observations and self-reports indicated that the lessons were implemented as planned. Classroom observations showed that children's on-task behavior during the lessons was above 70%. On the basis of heart rate measures, on average 64% of the lesson time was spent in MVPA. Posttest mathematics and reading scores of third-grade children who participated in the intervention were significantly higher in comparison with control children. Posttest mathematics scores of second-grade children in the intervention condition were significantly lower in comparison with control children.CONCLUSIONSThe intervention program was successfully implemented and the lessons contributed to the academic outcomes of third-grade children.

AB - BACKGROUNDAn intervention was designed that combined physical activity with learning activities. It was based upon evidence for positive effects of moderate to vigorous physical activity (MVPA) on academic achievement. The aim of this study was to describe the program implementation and effects on academic achievement after 1year.METHODSSecond- and third-grade classes of 6 elementary schools were included in the study. The intervention group participated in physically active academic lessons and the control group in regular classroom lessons. Implementation measures were obtained and the children were pretested and posttested on mathematics and reading.RESULTSTeacher observations and self-reports indicated that the lessons were implemented as planned. Classroom observations showed that children's on-task behavior during the lessons was above 70%. On the basis of heart rate measures, on average 64% of the lesson time was spent in MVPA. Posttest mathematics and reading scores of third-grade children who participated in the intervention were significantly higher in comparison with control children. Posttest mathematics scores of second-grade children in the intervention condition were significantly lower in comparison with control children.CONCLUSIONSThe intervention program was successfully implemented and the lessons contributed to the academic outcomes of third-grade children.

KW - academic achievement

KW - physical activity

KW - program evaluation

KW - school-age children

KW - PREADOLESCENT CHILDREN

KW - ENERGY-EXPENDITURE

KW - EXERCISE

KW - ACHIEVEMENT

KW - BEHAVIOR

KW - BRAIN

KW - TASK

KW - INTERVENTION

KW - OVERWEIGHT

KW - AGREEMENT

U2 - 10.1111/josh.12259

DO - 10.1111/josh.12259

M3 - Article

VL - 85

SP - 365

EP - 371

JO - The Journal of School Health

JF - The Journal of School Health

SN - 0022-4391

IS - 6

ER -

ID: 20202100