Western Norway University of Applied Sciences, Faculty of Education, Arts and Sports, Sogndal, Norway.
Western Norway University of Applied Sciences, Faculty of Education, Arts and Sports, Sogndal, Norway.
Prev Med. 2018 Jan;106:171-176. doi: 10.1016/j.ypmed.2017.10.034. Epub 2017 Dec 1.
Active learning combines academic content with physical activity (PA) to increase child PA and academic performance, but the impact of active learning is mixed. It may be that this is a moderated relationship in which active learning is beneficial for only some children. This paper examine the impact of baseline academic performance and gender as moderators for the effects of active learning on children's academic performance. In the ASK-study, 1129 fifth-graders from 57 Norwegian elementary schools were randomized by school to intervention or control in a physical activity intervention between November 2014 and June 2015. Academic performance in numeracy, reading, and English was measured and a composite score was calculated. Children were split into low, middle and high academic performing tertiles. 3-way-interactions for group (intervention, control)∗gender (boys, girls)∗academic performance (tertiles) were investigated using mixed model regression. There was a significant, 3-way-interaction (p=0.044). Both boys (ES=0.11) and girls (ES=0.18) in the low performing tertile had a similar beneficial trend. In contrast, middle (ES=0.03) and high performing boys (ES=0.09) responded with small beneficial trends, while middle (ES=-0.11) and high performing girls (ES=-0.06) responded with negative trends. ASK was associated with a significant increase in academic performance for low performing children. It is likely that active learning benefited children most in need of adapted education but it may have a null or negative effect for those girls who are already performing well in the sedentary classroom. Differences in gendered responses are discussed as a possible explanation for these results.
Clinicaltrials.gov registry, trial registration number: NCT02132494.
主动学习将学术内容与体育活动 (PA) 相结合，以增加儿童的 PA 和学习成绩，但主动学习的效果参差不齐。这可能是因为这是一种调节关系，主动学习对某些孩子有益。本文研究了基线学业成绩和性别作为调节因素对主动学习对儿童学业成绩影响的作用。在 ASK 研究中，1129 名来自挪威 57 所小学的五年级学生在 2014 年 11 月至 2015 年 6 月期间被随机分配到学校的干预组或对照组，进行体育活动干预。对算术、阅读和英语的学业成绩进行了测量，并计算了综合成绩。将儿童分为低、中、高三个学术表现三分位。使用混合模型回归分析了组（干预、对照）*性别（男孩、女孩）*学业表现（三分位）的 3 路交互作用。存在显著的 3 路交互作用（p=0.044）。低表现三分位的男孩（ES=0.11）和女孩（ES=0.18）都有类似的有益趋势。相比之下，中表现（ES=0.03）和高表现男孩（ES=0.09）的反应是有益的小趋势，而中表现（ES=-0.11）和高表现女孩（ES=-0.06）的反应是负面趋势。ASK 与低表现儿童学业成绩的显著提高有关。主动学习很可能对最需要适应教育的儿童最有益，但对那些在久坐教室中表现良好的女孩可能没有效果或产生负面影响。性别反应的差异被认为是这些结果的可能解释。
Clinicaltrials.gov 注册，试验注册号：NCT02132494。
