The Use of Physically Active Academic Lessons During the Transition to Face-to-Face Classes

Vagner Beserra, Miguel Nussbaum, Mónica Navarrete, Norman Garrido and Danilo Alvares

SAGE Open, 2024, vol. 14, issue 2, 21582440241255429

Abstract: Schools are pivotal stakeholders in increasing the amount of student physical activity, an attribution especially relevant while the COVID-19 pandemic is not overcome. This article evaluates how the use of physically active academic lessons impacted mathematics learning and the amount of physical activity during the transition to face-to-face classes. The objective was also to analyze students, parents, and teachers’ perceptions of this experience. Therefore, for at least 6 weeks in mid-2021, 290 Chilean elementary school students from different schools, together with their 11 teachers, learned and practiced a choreography on geometry during the school routine. Both quantitative and qualitative instruments were used to evaluate this experience. The results from the pre- and post-test showed that students increased their geometry scores significantly ( Z  = 13.116, p  

Keywords: elementary school mathematics; physical activity level; physical health; student experience; health promotion (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:14:y:2024:i:2:p:21582440241255429

DOI: 10.1177/21582440241255429

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