Initiative Description: Physically active academic lessons. Children were assigned by classroom (n=20) to one of four conditions: 1) sedentary, standard lesson (n=72); 2) sedentary academic game (n=87); 3) low to moderate intensity PA (LMPA), academic game (n=81); and 4) moderate to vigorous intensity PA (MVPA), academic game (n=76). Measures included PA via accelerometer and Time On Task. Games lasted 15 minutes.

Study Results: While the sedentary, academic game prevented the reduction in Time On Task behavior observed in the standard lesson, Physical Activity resulted in increased Time On Task behavior.

Reference: Grieco, L. A., Jowers, E. M., Errisuriz, V. L., & Bartholomew, J. B. (2016). Physically active vs. sedentary academic lessons: a dose-response study for elementary student time on task. Preventive Medicine, 89, 98-103.

Level of Evidence: Very Good