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.
|Number of pages||8|
|Journal||Journal of Physical Activity and Health|
|State||Published - 2021|
Bibliographical noteFunding Information:
Funding for this research was provided by the Oak Foundation, Grant Number OCAY-16-551.
© 2021 Human Kinetics, Inc.
- Elementary school
- Student behavior
ASJC Scopus subject areas
- Medicine (all)