Intervention integrating physical activity with math: Math performance, perceived competence, and need satisfaction

Abstract

Integrating physical activity (PA) with academics in the classroom is a newly explored approach, promising to improve both PA and academic achievement. The purposes of this study were to examine (a) the effect of lessons integrating PA with math, compared to traditional lessons, on math performance and perceived competence in math over an 8-week period, and (b) whether perceived competence in math and need satisfaction associated with the integrated lessons could predict math performance at the end of the intervention. Fourteen 4th and 5th grade classes were assigned to an integrated PA group (N = 106; using the “Move for Thought” kit), or a control group (N = 118; traditional lessons). A measure of perceived competence in math and a comprehensive, timed math test were completed before and after the intervention by both groups. Perceived need satisfaction associated with the integrated lessons was measured at the end of the intervention. The improvement in math performance in the integrated PA group was significantly larger compared to that of the control group. Perceived competence for math remained high and stable over time in both groups. Hierarchical regression analysis, controlling for gender and pretest math performance, showed that both perceived competence in math and satisfaction of the need for competence associated with the integrated lessons significantly predicted posttest math performance. This study makes a unique contribution to the literature on Self-Determination Theory-based interventions for enhancing academic performance by examining the effects of integrating PA with an academic subject.