Abstract
Background: The Walking Classroom is an education program that provides students with an opportunity to accumulate physical activity without losing instructional time. Method: This research tests Kuczala’s application of kinesthetic learning theory through measuring knowledge retention, postactivity information processing, and mood in students who engage in a short bout of physical activity while listening to Walking Classroom podcasts about language arts, science, and history, and those who remain seated during a podcast, compared with baseline levels. Students from 9 high-poverty fourth- and fifth-grade classrooms (n = 319) in a North Carolina county comprised the sample. Results: Utilizing multivariate analysis of covariance, the results demonstrate significantly higher levels of learning while walking compared with learning while sitting. Measures of mood utilizing the 10-item version of the Positive and Negative Affect Scale also demonstrated a significant effect in predicted directions. Conclusion: The results support that coupling physical activity with instruction leads to increased performance and mood for elementary school students.
Original language | English |
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Pages (from-to) | 818-825 |
Number of pages | 8 |
Journal | Journal of Physical Activity and Health |
Volume | 18 |
Issue number | 7 |
DOIs | |
State | Published - 2021 |
Bibliographical note
Publisher Copyright:© 2021 Human Kinetics, Inc.
Keywords
- Elementary school
- Learning
- Student behavior
ASJC Scopus subject areas
- Epidemiology
- Orthopedics and Sports Medicine
- Physical Therapy, Sports Therapy and Rehabilitation
- Public Health, Environmental and Occupational Health