Physically Active Academic Lessons Improve Retention of Spelling Content in 4th Grade Students

Abstract

Physically active academic lessons, in which academic content is taught through lessons incorporating student movement, have been shown to increase physical activity in elementary school children. However, the academic impact of this intervention has not been evaluated. PURPOSE: This study was designed assess academic (spelling) performance in five, 4th grade classrooms. METHODS: Following training in the active spelling lessons, each class completed a week of spelling instruction through active lessons and a week of instruction through traditional, sedentary methods. Order of instruction was randomly assigned. Spelling performance was assessed during the week prior to the study (pre-test), the Friday of the instructional week (posttest), and the Friday, two weeks following the instructional week (retention). RESULTS: Results indicated no difference at the posttest (P >.10), but a significant difference at the test of retention (P <.05), where performance following the active lessons was significantly stronger (d =.63; P <.05), than the week of traditional, sedentary lessons (d = -.22; P =.11). CONCLUSION: Physically active academic lessons have implications in increasing retention of academic content in elementary students.