TY - JOUR
T1 - School physical activity intervention effect on adolescents' performance in mathematics
AU - Lubans, David R.
AU - Beauchamp, Mark R.
AU - Diallo, Thierno M. O.
AU - Peralta, Louisa R.
AU - Bennie, Andrew
AU - White, Rhiannon L.
AU - Owen, Katherine
AU - Lonsdale, Chris
PY - 2018
Y1 - 2018
N2 - Purpose: The primary aim of this study was to test the effect of a school-based physical activity intervention on adolescents’ performance in mathematics. A secondary aim was to explore potential mechanisms that might explain the intervention effect. Methods: The Activity and Motivation in Physical EDucation (AMPED) intervention was evaluated using a two-arm cluster randomized controlled trial in 14 secondary schools located in low socioeconomic areas of Western Sydney, Australia. Study participants (n=1,173) were Grade 8 students (mean age = 12.94 years, SD = .54). The multi-component intervention was designed to help teachers maximize students’ opportunities for moderate-to-vigorous physical activity (MVPA) during physical education (PE) and enhance students’ motivation towards PE. Mathematics performance was assessed as part of national testing in Grade 7, which was the year before the trial began and then again in Grade 9. Potential mediators were: (i) proportion of PE lesson time that students spent in MVPA and leisure-time MVPA (%), measured using Actigraph GT3X+ accelerometers, and (ii) students’ self-reported engagement (behavioral, emotional, and cognitive) during mathematics lessons. Mediators were assessed at baseline (Grade 8) and follow-up (Grade 9, 14-15 months after baseline). Results: The effect of the intervention on mathematics performance was small-to-medium (β = .16, p < .001). An intervention effect was observed for MVPA% in PE (β = .59, p <.001), but not for leisure-time MVPA or any of the engagement mediators. There were no significant associations between changes in potential mediators and mathematics performance. Conclusions: The AMPED intervention had a significant positive effect on mathematics performance in adolescents. However, findings should be interpreted with caution as the effect was small and not associated with changes in hypothesized mediators.
AB - Purpose: The primary aim of this study was to test the effect of a school-based physical activity intervention on adolescents’ performance in mathematics. A secondary aim was to explore potential mechanisms that might explain the intervention effect. Methods: The Activity and Motivation in Physical EDucation (AMPED) intervention was evaluated using a two-arm cluster randomized controlled trial in 14 secondary schools located in low socioeconomic areas of Western Sydney, Australia. Study participants (n=1,173) were Grade 8 students (mean age = 12.94 years, SD = .54). The multi-component intervention was designed to help teachers maximize students’ opportunities for moderate-to-vigorous physical activity (MVPA) during physical education (PE) and enhance students’ motivation towards PE. Mathematics performance was assessed as part of national testing in Grade 7, which was the year before the trial began and then again in Grade 9. Potential mediators were: (i) proportion of PE lesson time that students spent in MVPA and leisure-time MVPA (%), measured using Actigraph GT3X+ accelerometers, and (ii) students’ self-reported engagement (behavioral, emotional, and cognitive) during mathematics lessons. Mediators were assessed at baseline (Grade 8) and follow-up (Grade 9, 14-15 months after baseline). Results: The effect of the intervention on mathematics performance was small-to-medium (β = .16, p < .001). An intervention effect was observed for MVPA% in PE (β = .59, p <.001), but not for leisure-time MVPA or any of the engagement mediators. There were no significant associations between changes in potential mediators and mathematics performance. Conclusions: The AMPED intervention had a significant positive effect on mathematics performance in adolescents. However, findings should be interpreted with caution as the effect was small and not associated with changes in hypothesized mediators.
KW - exercise
KW - mathematics
KW - teenagers
UR - http://handle.westernsydney.edu.au:8081/1959.7/uws:48040
U2 - 10.1249/MSS.0000000000001730
DO - 10.1249/MSS.0000000000001730
M3 - Article
SN - 1530-0315
SN - 0195-9131
VL - 50
SP - 2442
EP - 2450
JO - Medicine and Science in Sports and Exercise
JF - Medicine and Science in Sports and Exercise
IS - 12
ER -