16 Weeks of Physically Active Mathematics and English Language Lessons Improves Cognitive Function and Gross Motor Skills in Children Aged 8–9 Years

Ruth Boat (), Simon B. Cooper, Fabio Carlevaro, Francesca Magno, Giulia Bardaglio, Giovanni Musella and Daniele Magistro
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Ruth Boat: Sport, Health, and Performance Enhancement Research Centre, Department of Sport Science, School of Science and Technology, Nottingham Trent University, Clifton Campus, Clifton Lane, Nottingham NG11 8NS, UK
Simon B. Cooper: Sport, Health, and Performance Enhancement Research Centre, Department of Sport Science, School of Science and Technology, Nottingham Trent University, Clifton Campus, Clifton Lane, Nottingham NG11 8NS, UK
Fabio Carlevaro: Polo Universitario Asti Studi Superiori (Uni-Astiss), 14100 Asti, Italy
Francesca Magno: University of Torino, Torino, Italy
Giulia Bardaglio: University of Torino, Torino, Italy
Giovanni Musella: Polo Universitario Asti Studi Superiori (Uni-Astiss), 14100 Asti, Italy
Daniele Magistro: Sport, Health, and Performance Enhancement Research Centre, Department of Sport Science, School of Science and Technology, Nottingham Trent University, Clifton Campus, Clifton Lane, Nottingham NG11 8NS, UK

IJERPH, 2022, vol. 19, issue 24, 1-12

Abstract: The aim of the present study was to examine the effects of physically active lessons, implemented through the Mathematics and English Language curriculum, on cognitive function and gross motor skill development. Following ethical approval, 192 children aged 8–9 years were randomly allocated to an intervention group ( n = 98) or a control group ( n = 94). The intervention consisted of 8 h.wk −1 of physically active lessons, equally split between Mathematics and English Language, for 16 weeks. Cognitive function (digit span, coding and arithmetic reasoning) and gross motor skill development (TGMD-3) were assessed at baseline and follow-up. The improvement in every domain of cognitive function was greater in the intervention group compared to the control group (group * time, p = 0.008–0.023, d = 0.34–0.42). Furthermore, total TGMD-3 score (group * time, p < 0.001, d = 1.16) and both sub-scales (locomotor, p < 0.001, d = 0.63; object control, p < 0.001, d = 1.29) also improved by a greater extent in the intervention group than in the control group. These findings suggest that 16 weeks of physically active lessons, taught in both Mathematics and English Language curriculum, synergistically improved cognitive function and gross motor skill development in primary school children aged 8–9 years.

Keywords: physically active lessons; cognitive function; gross motor skills; physical activity; learning (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
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