ILSI Research Foundation, 1156 15th Street NW, 2nd Floor, Washington, DC 20005, USA.
Prev Med. 2011 Jun;52 Suppl 1:S43-50. doi: 10.1016/j.ypmed.2011.01.025. Epub 2011 Jan 31.
Current literature supports the link between physical activity (PA) or fitness and a child's ability to achieve academically; however, little structured activity time is incorporated into elementary school classrooms. This paper explores the impact of a classroom-based PA program, TAKE 10!, and health-academic integration through existing state and federal policy and programming.
Evidence from journal articles, published abstracts, and reports were examined to summarize the impact of TAKE 10! on student health and other outcomes. This paper reviews 10 years of TAKE 10! studies and makes recommendations for future research.
Teachers are willing and able to implement classroom-based PA integrated with grade-specific lessons (4.2 days/wk). Children participating in the TAKE 10! program experience higher PA levels (13%>), reduced time-off-task (20.5%), and improved reading, math, spelling and composite scores (p<0.01). Furthermore, students achieved moderate energy expenditure levels (6.16 to 6.42 METs) and studies suggest that BMI may be positively impacted (decreases in BMI z score over 2 years [P<0.01]).
TAKE 10! demonstrates that integrating movement with academics in elementary school classrooms is feasible, helps students focus on learning, and enables them to realize improved PA levels while also helping schools achieve wellness policies.
现有文献支持身体活动（PA）或体能与儿童学业能力之间的联系；然而，小学课堂中很少有结构化的活动时间。本文探讨了基于课堂的 PA 项目 TAKE 10！通过现有州和联邦政策和计划对健康与学术融合的影响。
本研究查阅了期刊文章、已发表的摘要和报告中的证据，以总结 TAKE 10！对学生健康和其他结果的影响。本文回顾了 10 年来 TAKE 10！的研究，并为未来的研究提出了建议。
教师愿意并能够实施与年级课程相结合的课堂 PA（每周 4.2 天）。参与 TAKE 10！计划的儿童表现出更高的 PA 水平（增加 13%>）、减少任务中断时间（减少 20.5%），以及阅读、数学、拼写和综合成绩的提高（p<0.01）。此外，学生达到了中等的能量消耗水平（6.16 至 6.42 METs），研究表明 BMI 可能受到积极影响（BMI z 分数在两年内下降[P<0.01]）。
TAKE 10！表明，在小学课堂上将运动与学术相结合是可行的，有助于学生集中注意力学习，并使他们能够实现更高的 PA 水平，同时帮助学校实现健康政策。
