Background

An evolving literature demonstrates that physical activity in the classroom represents a promising avenue not only for increasing the physical activity of youth but also for facilitating academic achievement and classroom engagement. However, structured physical activity programs that make clear connections with the academic standards across different grades are limited.

Objective

The purpose of this study was to examine the feasibility and effectiveness of the “Walkabouts”, a web-based physically active learning program, on attention and behavioral control of children.

Method

Twelve preK to 2nd grade classes (N = 245 students) were assigned to the intervention (integrating “Walkabouts” with academics) or control (no added movement) group. Teacher ratings of students’ attention and behavioral control in the classroom were collected before and after the 7-week intervention in both groups. Treatment fidelity was monitored through observations and daily teacher logs.

Results

Teachers perceived the Walkabouts to be feasible, physically active, of appropriate difficulty, and enjoyable for the students. MANOVAs showed a significant time by group interaction, meaning that the intervention group improved significantly more, compared to the control group, in both attention and behavioral control whereas the control group declined over time. A significant time by group by grade interaction showed that the benefit of Walkabouts was larger for the Kindergarten students.

Conclusions

Integrating movement with academic subjects with programs such as the Walkabouts, may facilitate learning and academic achievement by increasing cognitive and behavioral control in the classroom. Schools can focus on academic achievement goals without sacrificing physical activity throughout the school day.

中文翻译：

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从学前班到二年级的“步行者”综合体育活动：可行性和对课堂参与的影响

背景

不断发展的文献表明，课堂上的体育锻炼不仅为增加青少年的体育锻炼，而且为促进学业成就和课堂参与提供了一种有希望的途径。但是，结构化的体育活动计划与不同年级的学术标准有着明确的联系，因此受到限制。

目的

这项研究的目的是研究“ Walkabouts”（一种基于网络的身体活动学习程序）对儿童注意力和行为控制的可行性和有效性。

方法

十二个学前班至二年级班（N  = 245名学生）被分配到干预组（将“步行者”与学者集成在一起）或对照组（不增加运动）。两组在进行为期7周的干预之前和之后，都收集了教师对教室中学生注意力和行为控制的评价。通过观察和每天的教师日志监控治疗保真度。

结果

老师认为徒步旅行是可行的，身体活动的，有适当难度的，对学生而言是愉快的。MANOVAs通过组间互动显示出了可观的时间，这意味着与对照组相比，干预组在注意力和行为控制方面的改善明显更多，而对照组则随时间下降。逐年级的大量互动显示，对于幼儿园的学生来说，徒步旅行的好处更大。

结论

将运动与学术主题与诸如“行人穿越”之类的程序整合在一起，可以通过增加教室中的认知和行为控制来促进学习和学术成就。学校可以专注于学业成就目标，而不会在整个上学期间牺牲体力活动。