The benefits of physical activity in school settings and its impact on health and academic outcomes are of interest from public health and educational contexts. This study investigates how physically active learning (PAL): (i) contributes to children’s physical activity levels, (ii) impacts on academic outcomes and (iii) influences children’s focus and concentration, defined as time on task (ToT). Methods: Over a 2-week period, participants were exposed to PAL and non-active learning (NAL) lessons in a counterbalanced design. Physiological responses and ToT behaviour were recorded throughout PAL and NAL lessons. Academic outcomes were assessed the week before, during and the week after each mode of delivery. Results: Children were more active during PAL (196 542 steps per week) compared to NAL (152 395 steps per week, P = 0.003). The physiological demands of PAL (73% HRmax), were significantly greater (P < 0.001) than NAL (51% HRmax). Children’s ToT was significantly higher (P < 0.001) with PAL (97%) than NAL (87%). There were no differences in academic outcomes when PAL and NAL were compared. Conclusions: Modest levels of PAL increased activity levels. No evidence was found to suggest PAL had a negative effect on children’s academic outcomes, and PAL could positively impact on children’s concentration.

中文翻译：

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在校期间身体活动学习对儿童身体活动水平、任务时间和学习行为以及学业成绩的影响

学校环境中体育活动的好处及其对健康和学术成果的影响是公共卫生和教育背景下的兴趣所在。本研究调查了身体活动学习 (PAL) 如何：(i) 有助于儿童的身体活动水平，(ii) 对学业成绩的影响，以及 (iii) 影响儿童的注意力和注意力，定义为任务时间 (ToT)。方法：在为期 2 周的时间里，参与者在平衡设计中接触 PAL 和非主动学习 (NAL) 课程。在整个 PAL 和 NAL 课程中记录生理反应和 ToT 行为。在每种交付方式的前一周、期间和后一周评估学术成果。结果：与 NAL（每周 152 395 步，P  = 0.003）相比，儿童在 PAL（每周 196 542 步）期间更活跃。PAL (73% HRmax) 的生理需求明显 高于 NAL (51% HRmax) ( P < 0.001)。 PAL (97%)儿童的 ToT 显着高于NAL (87%) ( P < 0.001)。比较 PAL 和 NAL 时，学业成绩没有差异。结论：适度水平的 PAL 会增加活动水平。没有证据表明 PAL 对儿童的学业成绩有负面影响，PAL 可以对儿童的注意力产生积极影响。