期刊
PEDIATRICS
卷 137, 期 3, 页码 -出版社
AMER ACAD PEDIATRICS
DOI: 10.1542/peds.2015-2743
关键词
-
类别
资金
- Ministry of Education, Culture and Science [ODB10015]
OBJECTIVES: Using physical activity in the teaching of academic lessons is a new way of learning. The aim of this study was to investigate the effects of an innovative physically active academic intervention (Fit & Vaardig op School [F&V]) on academic achievement of children. METHODS: Using physical activity to teach math and spelling lessons was studied in a cluster-randomized controlled trial. Participants were 499 children (mean age 8.1 years) from second-and third-grade classes of 12 elementary schools. At each school, a second-and third-grade class were randomly assigned to the intervention or control group. The intervention group participated in F&V lessons for 2 years, 22 weeks per year, 3 times a week. The control group participated in regular classroom lessons. Children's academic achievement was measured before the intervention started and after the first and second intervention years. Academic achievement was measured by 2 mathematics tests (speed and general math skills) and 2 language tests (reading and spelling). RESULTS: After 2 years, multilevel analysis showed that children in the intervention group had significantly greater gains in mathematics speed test (P<.001; effect size [ES] 0.51), general mathematics (P<.001; ES 0.42), and spelling (P<.001; ES 0.45) scores. This equates to 4 months more learning gains in comparison with the control group. No differences were found on the reading test. CONCLUSIONS: Physically active academic lessons significantly improved mathematics and spelling performance of elementary school children and are therefore a promising new way of teaching.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据