The Walking Classroom: Measuring the Impact of Physical Activity on Student Cognitive Performance and Mood

2021 ◽  
pp. 1-8
Author(s):  
Erianne A. Weight ◽  
Molly Harry ◽  
Heather Erwin
Keyword(s):  
Physical Activity ◽  
Language Arts ◽  
Knowledge Retention ◽  
Analysis Of Covariance ◽  
Fifth Grade ◽  
Instructional Time ◽  
High Poverty ◽  
School Students ◽  
Short Bout ◽  
The Impact

Background: The Walking Classroom is an education program that provides students with an opportunity to accumulate physical activity without losing instructional time. Method: This research tests Kuczala’s application of kinesthetic learning theory through measuring knowledge retention, postactivity information processing, and mood in students who engage in a short bout of physical activity while listening to Walking Classroom podcasts about language arts, science, and history, and those who remain seated during a podcast, compared with baseline levels. Students from 9 high-poverty fourth- and fifth-grade classrooms (n = 319) in a North Carolina county comprised the sample. Results: Utilizing multivariate analysis of covariance, the results demonstrate significantly higher levels of learning while walking compared with learning while sitting. Measures of mood utilizing the 10-item version of the Positive and Negative Affect Scale also demonstrated a significant effect in predicted directions. Conclusion: The results support that coupling physical activity with instruction leads to increased performance and mood for elementary school students.

scholarly journals The Impact of Physical Activity to Physical Fitness and Nutrional Status of Grade X Surabaya Vocational High School

2020 ◽  
Vol 2 (2) ◽  
pp. 590-597
Author(s):  
Galih Prasetyo ◽  
Suroto ◽  
Dwi Cahyo Kartiko
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Physical Education ◽  
Physical Fitness ◽  
Design Research ◽  
Control Group ◽  
Vocational High School ◽  
School Students ◽  
The Impact

The purpose of this research is to improve physical fitness which is one of the goals of physical education in Indonesia while also improving the nutritional status of Surabaya vocational high school students. This research uses the treatment of physical activity 3 times a week in 2 months as a task in physical education to improve physical fitness and nutrional status on the sample of this research. Research design uses quasi experimental design with metode non-randomized control group pretest-posttest design. Research data was obtained as follows: data processing result on experiment group show that physical activity to VO2max got significant score based calculating using SPSS of 0,00 and physical activity to nutrional status got sig. of 0,60. Whereas in the control group, physical actifity got sig. of 0.20 to VO2max and sig. to 0.11 on nutrional status. Based on the above analysis it can be concluded that physical activity has a significant effect on physical fitness but physical activity has no significant effect on nutrional status to Surabaya vocational high school students.

Curricular Physical Activity and Academic Performance

1997 ◽  
Vol 9 (2) ◽  
pp. 113-126 ◽  
Author(s):  
Roy J. Shephard
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Physical Education ◽  
Primary School ◽  
Primary Schools ◽  
Psychomotor Development ◽  
Release Time ◽  
Positive Health ◽  
School Students ◽  
The Impact

Advocates of quality daily physical education for prepubescent children frequently encounter the argument that such initiatives will harm academic progress. The impact of daily physical education upon the academic performance of primary school students is thus reviewed with particular reference to studies conducted in Vanves (France), Australia, and Trois Rivières (Québec). When a substantial proportion of curricular time (14–26%) is allocated to physical activity, learning seems to proceed more rapidly per unit of classroom time, so that academic performance matches, and may even exceed, that of control students. Children receiving additional physical education show an acceleration of their psychomotor development, and this could provide a mechanism for accelerated learning of academic skills. Other potential mechanisms include increased cerebral blood flow, greater arousal, changes in hormone levels, enhanced nutrient intake, changes in body build, and increased self esteem. Academic teachers may also favor the enhanced physical education program, creating “halo” effects, and the resulting release time may enhance their academic teaching. Irrespective of mechanisms, the implication for public policy is that daily required physical education can be introduced when a child enters primary school without compromising academic development. Given the importance of establishing positive health habits from an early age, school boards should be encouraged to follow a policy of required daily physical activity in primary schools. Evidence of specific benefit in students with learning disabilities remains less convincing.

Abstract P036: Effects of Exercise Training and Increasing Non-Exercise Physical Activity on Lipoprotein Subclass and Size: Results From the I-CAN Study

Circulation ◽  
2018 ◽  
Vol 137 (suppl_1) ◽  
Author(s):  
Damon L Swift ◽  
Mark A Sarzynski ◽  
Joshua McGee ◽  
Savanna Barefoot ◽  
Patricia M Brophy ◽  
...  
Keyword(s):  
Physical Activity ◽  
Exercise Training ◽  
Aerobic Training ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Resonance Spectroscopy ◽  
Lipoprotein Subclass ◽  
Lipoprotein Subclasses ◽  
Ldl Particles ◽  
The Impact

Introduction: Previous studies have shown that lipoprotein particle size and lipoprotein subclasses are associated with cardiovascular and type 2 diabetes risk, and have independent prognostic value above traditional lipid concentrations. The impact of exercise training and increasing non-exercise physical activity on lipoprotein subclasses and size has not been previously investigated. Methods: In this pilot study, 35 obese adults were randomized to aerobic exercise training (50-75% of VO 2 max) (AERO, n=11), aerobic training and increasing non-exercise physical activity (AERO-PA, n=10, ~3,000 steps above baseline levels), or a non-exercise control group (n=14) for 6 months. Baseline and follow-up blood samples were analyzed for lipoprotein subclass, size, and lipoprotein insulin resistance score (LP-IR) using nuclear magnetic resonance spectroscopy (Liposcience, NC). Analysis of covariance was used to evaluate the change in outcome variables following the intervention across groups with adjustment for baseline value and age. Participants who changed lipid medications during the intervention (n=2) or who were non-adherent to exercise training (n=2) were excluded from the analysis. Results: Significant reductions were observed for mean VLDL size in the AERO-PA group (-4.7 nm, CI: -8.7 to -0.8) compared to control group (0.7 nm, CI: -2.7 to 4.4) and the AERO group (1.1 nm, CI: -2.9 to 5.0). Reductions in triglyceride concentrations were observed in the AERO-PA group (-28.3 mg/dL, CI: -50.3 to -6.4) compared to control (4.1 mg/dL, CI: -14.6 to 22.8). Additionally, we observed a trend for LP-IR index (p=0.055) and the concentration of small HDL particles (p=0.093) to decrease in the AERO-PA group compared to controls, with no differences compared to the AERO group (p>0.10). No significant changes were observed for other notable lipoprotein measures, such as LDL size, HDL size, concentration of small LDL particles, or chylomicron measures (p>0.05). In the AERO-PA group, the change in steps was associated with the change in LP-IR index (r= -0.71, p=0.013), but not with change in VLDL size (r= -0.24, p=0.463) or triglyceride concentrations (r=-0.28, p=0.388). Conclusions: Aerobic training combined with increasing non-exercise physical activity leads to favorable changes in the lipoprotein profile, specifically reductions in VLDL size and triglycerides, and may have promise for other lipoprotein traits (reductions in LP-IR and small HDL particles) that were not observed with aerobic training alone.

Collaborative Learning Strategy and Students' Academic Performance in Mathematics and Computer Programming

2021 ◽  
pp. 175-192
Author(s):  
Salako E. Adekunle ◽  
Solomon Adelowo Adepoju
Keyword(s):  
Academic Performance ◽  
Collaborative Learning ◽  
Computer Programming ◽  
Learning Strategy ◽  
Analysis Of Covariance ◽  
School Students ◽  
Measurement And Evaluation ◽  
Senior Secondary ◽  
The Impact ◽  
Academic Failures

Humans are facing complex problems such as learning how to solve computational problems and academic failures. This research focused on the impact assessment of collaborative learning strategy on solving computational problems among students in Nigeria. A mixed research design was used and the population was 1600 senior secondary school students. A stratified random sampling method was used to select 240 SS III students for the study. The mathematics and computer programming performance tests instrument for data collection were validated by experts in educational measurement and evaluation. A reliability coefficient of 0.79 was obtained for the test instrument. The data collected were analysed using mean, standard deviations and multivariate analysis of covariance (MANCOVA) statistical tools. Findings revealed that the use of collaborative learning strategy was effective on student's academic performance in solving mathematical and programmatically based problems. Recommendations on students' learning activities were suggested for the enhancement of students' learning experiences.

scholarly journals Impact of Systematic Assessment of Instruction on Secondary School Students’ Physics Achievement at Cognitive Level of Knowledge

2021 ◽  
Vol 2 (1) ◽  
pp. 44-52
Author(s):  
Femi Adetunji Adeoye
Keyword(s):  
Secondary School ◽  
Cognitive Style ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Physics Teaching ◽  
School Students ◽  
Systematic Assessment ◽  
Physics Concepts ◽  
And Gender ◽  
The Impact

The study examined empirically the impact of systematic and unsystematic assessment of instructions, cognitive style and gender on knowledge of physics concepts among Senior Secondary Two (SS II) Students in Lagos Island Local Government Area of Lagos State, Nigeria. It made use of 120 secondary school two (SS II) students (72 males and 48 females) in a pretest-posttest non-randomized control group design in which treatment systematic assessment at two levels was crossed with two levels of cognitive style and gender. Data analysis involved analysis of covariance and graphical illustration as post-hoc measures. The results indicate that allowing systematic attributes of continuous assessment (CASS) to come into play in physics teaching has significant effect on remembering of physics concepts across all the students’ cognitive style-gender groupings. The results also indicate a significant gender-group (in support of females) in remembering of physics concepts. These results show the need for secondary school physics teachers to bring in systematic characteristic of CASS into the assessment of physics teaching. The teachers should also be more patient with male students since their knowledge of physics concepts is significantly lower than that of their female counterparts.

scholarly journals Impact of Instructional Scaffolding Approach on Secondary School Students Achievement in Mathematics

2020 ◽  
Vol 3 (2) ◽  
pp. 46
Author(s):  
Nwoke Bright Ihechukwu
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Traditional Approach ◽  
Analysis Of Covariance ◽  
School Level ◽  
Control Group ◽  
School Students ◽  
Instructional Scaffolding ◽  
Achievement In Mathematics ◽  
The Impact

The study investigated the impact of instructional scaffolding approach on secondary school students’ achievement in Mathematics. The study was carried out in Owerri Municipal Council of Imo State. The study was a quasi-experimental research type adopting the pre-test post test non equivalent control design in carrying out the study. A sample of 237 senior secondary school II (SS II) students consisting of 81 males and 156 females was used for the study. The instrument for data collection was a researcher made 30 items objective test questions titled “Mathematics Achievement Test (MAT)”. The instrument had reliability coefficient of 0.85 determined using Kuder Richardson 20 formula  (KR20). The experiment group was taught mathematics using instructional scaffolding approach while the control group was taught using traditional approach. The data generated was analyzed using mean and standard deviation to answer research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The result of the study revealed that instructional scaffolding is effective in enhancing secondary school students’ achievement in mathematics and minimized gender bias. Based on the result it was recommended that mathematics teachers at secondary school level should apply instructional scaffolding approach in teaching to enhance students’ achievement.

scholarly journals The impact of school closures on adolescent health-related outcomes during the COVID-19 pandemic: A natural experiment in South Korea

2021 ◽  
Author(s):  
Hanbin Lee ◽  
Buhm Han
Keyword(s):  
Physical Activity ◽  
Placebo Group ◽  
Adolescent Health ◽  
Vigorous Physical Activity ◽  
School Closure ◽  
Total Physical Activity ◽  
School Students ◽  
Analysis Group ◽  
Health Related ◽  
The Impact

A large number of countries implemented school closure as a response to the COVID-19 pandemic in 2020. As existing studies mostly rely on retrospective or pre/post comparisons that are prone to unmeasured confounding, the effect of school closure on adolescent health is poorly understood. The South Korean government implemented school closure to prevent the spread of COVID-19. A difference-in-differences comparing changes in health-related outcomes between provinces with differing degrees of school closure was performed. The main analysis group consists of middle school students of age 14 to 16 who were hit hardest where up to 73% of total schooling was taken online in Seoul (the physical attendance was reduced from 170 days to 45 days). For sensitivity analysis, a placebo group of high school students of age 19 who attended all school-days physically was included to detect any violation of our identification strategy. In the main analysis group of boys that experienced reduced physical school-days, both total and vigorous physical activity were reduced (-0.35 [-0.54 -0.17] days/week for vigorous physical activity and -0.38 [-0.61 -0.16] days/week for total physical activity) while such effect was absent in the placebo group of boys that actually did not experience school closure (-0.08 [-0.49 0.32] days/week for vigorous PA and -0.16 [-0.67 0.34] days/week for total PA). In girls, vigorous physical activity decreased (-0.22 [-0.40 -0.04] days/week) but the total physical activity was nearly constant (0.03 [-0.18 0.25] days/week). Other outcomes were largely unchanged.

scholarly journals Dampak Penggunaan Gadget Pada Kemampuan Interaksi Sosial Siswa Kelas V Sekolah Dasar

BUANA ILMU ◽  
2020 ◽  
Vol 5 (1) ◽  
pp. 92-105
Author(s):  
Yulistina Nur DS ◽  
Harmawati ◽  
Siti Nurhabibah
Keyword(s):  
Elementary School ◽  
Social Interaction ◽  
Data Collection ◽  
Elementary School Students ◽  
Fifth Grade ◽  
School Students ◽  
Research Instrument ◽  
Grade 5 ◽  
The Impact ◽  
5Th Grade

Tujuan penelitian ini adalah untuk mengetahui dampak penggunaan gadget pada kemampuan interaksi sosial siswa kelas V Sekolah Dasar Desa Kondang Jaya RT 54 / RW 06 Kecamatan Karawang Timur Kabupaten Karawang. Adapun penelitian yang digunakan yaitu deskriptif kualitatif dengan angket sebagai instrumen penelitian dan 10 orang siswa kelas V sebagai responden. Teknik pengumpulan data untuk perhitungan angket dilakukan dengan sakala Guttman yang mempunyai rentang skala presentase antara 0% sampai 50%, 50%, 50% sampai 100% dengan hasil presentase titik kesuaiannya di atas 50% yaitu 66.5%. Hasil penelitian menunjukan sebanyak 66.5% penggunaan gadget mendekati berdampak pada kemampuan interaksi sosial siswa kelas V Sekolah Dasar di Desa Kondang Jaya RT 54 / RW 06 Kecamatan Karawang Timur Kabupaten Karawang. Kata kunci:  Dampak penggunaan gadget, interaksi sosial The purpose of this study was determine the impact of the use of gadgets on the sosial interaction abilities of 5th grade elementary school student Desa Kondang Jaya RT 54 / RW 06 Kecamatan Karawang Timur Kabupaten Karawang. The research used is descriptive qualitative with a questionnaire as a research instrument and 10 fifth grade elementary school students as respondents. Data collection techniques for qustionare calculations performed with the Guttman skala has a percentage scale ranging from 0% to 50%, 50%, 50% to 100% with results of the percentage point of conformity above 50% that is 66.5%. The results showed as much as 66.5% of the use of gadgets could have an impact on the ability of social interaction grade 5 elementary school students in Desa Kondang Jaya RT 54 / RW 06 Kecamatan Karawang Timur Kabupaten Karawang. Keywords : the impact of gadget usage, social interaction capabilities

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