Mullender-Wijnsma Marijke J, Hartman Esther, de Greeff Johannes W, Bosker Roel J, Doolaard Simone, Visscher Chris
University of Groningen, University Medical Center Groningen, Center for Human Movement Sciences, Antonius Deusinglaan 1, 9713 AV Groningen, the Netherlands.
J Sch Health. 2015 Jun;85(6):365-71. doi: 10.1111/josh.12259.
An 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 1 year.
Second- 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.
Teacher 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.
The intervention program was successfully implemented and the lessons contributed to the academic outcomes of third-grade children.
设计了一项将体育活动与学习活动相结合的干预措施。该措施基于中度至剧烈体育活动（MVPA）对学业成绩有积极影响的证据。本研究的目的是描述该项目的实施情况以及1年后对学业成绩的影响。
6所小学的二、三年级班级纳入本研究。干预组参加体育学术课程，对照组参加常规课堂教学。获取实施措施，并对儿童进行数学和阅读的前测和后测。
教师观察和自我报告表明课程按计划实施。课堂观察显示，课程期间儿童的任务行为率高于70%。根据心率测量，平均64%的课程时间用于MVPA。参与干预的三年级儿童的后测数学和阅读成绩与对照儿童相比显著更高。干预组二年级儿童的后测数学成绩与对照儿童相比显著更低。
干预项目成功实施，课程对三年级儿童的学业成绩有促进作用。
