TY - JOUR
T1 - Purposeful movement
T2 - The integration of physical activity into a mathematics unit
AU - Snyder, Kailey
AU - Dinkel, Danae
AU - Schaffer, Connie
AU - Hiveley, Seth
AU - Colpitts, Amanda
N1 - Publisher Copyright:
© 2017, International Journal of Research in Education and Science. All rights reserved.
PY - 2017
Y1 - 2017
N2 - Classroom physical activity (PA) has been linked to a multitude of health and academic benefits. However, due to barriers such as lack of time and resources many teachers are not implementing classroom PA to the degree they would like to. One innovative solution is to integrate classroom PA into academic concepts. Based on self-determination theory, this pilot study evaluated the effectiveness of a teacher-developed purposeful movement teaching strategy on PA, on-task behavior and academic achievement. Two third grade classrooms participated in this pilot study, one acting as the comparison and the other working with the school Physical Education teacher to develop the active lessons. The evaluation consisted of accelerometers, direct observation, academic assessments and a write and draw activity to assess student perceptions. Significant improvements were found in steps achieved during math and on-task behavior. Findings reveal utilizing PA driven lessons is an effective teaching strategy.
AB - Classroom physical activity (PA) has been linked to a multitude of health and academic benefits. However, due to barriers such as lack of time and resources many teachers are not implementing classroom PA to the degree they would like to. One innovative solution is to integrate classroom PA into academic concepts. Based on self-determination theory, this pilot study evaluated the effectiveness of a teacher-developed purposeful movement teaching strategy on PA, on-task behavior and academic achievement. Two third grade classrooms participated in this pilot study, one acting as the comparison and the other working with the school Physical Education teacher to develop the active lessons. The evaluation consisted of accelerometers, direct observation, academic assessments and a write and draw activity to assess student perceptions. Significant improvements were found in steps achieved during math and on-task behavior. Findings reveal utilizing PA driven lessons is an effective teaching strategy.
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M3 - Article
AN - SCOPUS:85075564405
VL - 3
SP - 75
EP - 87
JO - International Journal of Research in Education and Science
JF - International Journal of Research in Education and Science
SN - 2148-9955
IS - 1
ER -