ArticleThe British journal of educational psychology2023
Physical activity predicts task-related behaviour, affect and tiredness in the primary school classroom: A within-person experiment.
Article in The British journal of educational psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers, 1 of them a synthesis that pooled it.
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Who cites it
3 citing papers in PubMed, 1 synthesis or guideline pooled it, 11 citations in OpenAlex.
- Domain-specific physical activity and mental health: an updated systematic review and multilevel meta-analysis in a combined sample of 3.3 million people.British journal of sports medicine · 2026Pooled it
- Improvements in 4th graders' task behavior after physical activity: mediation by inhibition?Frontiers in cognition · 2024Article
- Physical activity predicts task-related behaviour, affect and tiredness in the primary school classroom: A within-person experiment.The British journal of educational psychology · 2023Article
Corrections and comments
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Authors and funding
3 authors at 2 institutions in 2 countries.
Funding
Abstract
aimWe investigated the dose-response relationship between acute physical activity (PA) intensity during physical education (PE) lessons (dose), and task behaviour and learning experiences in the classroom after PE (response), and mediation effects of acute PA on-task behaviour via learning experiences.
methodA total of 78 children (M
resultsModerate PA directly increased on-task behaviour and reduced passive off-task behaviour, whereas light PA increased active off-task behaviour and reduced on-task behaviour. We found no direct effects of vigorous PA or mediated effects of any PA intensity on-task-related behaviour. However, a greater positive affect during PE indirectly led to more on-task and less passive off-task behaviour. Regularly active children reported less tiredness in the classroom.
conclusionPE lessons can increase on-task behaviour and reduce both passive and active off-task behaviours. Positive affect and tiredness are indirectly involved in the impact of PA on task-related behaviour. The greatest benefits were found for moderate PA and for PE lessons, which left children feeling positive. Moreover, regular participation in moderate-to-vigorous PA leads children to feel less tired during school lessons.
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Registered trials
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