Preschoolers Demonstrate Similar Learning And Enhanced On-task Behavior Following Physically-active Lessons On Emerging Numeracy Skills

Abstract

Previous studies demonstrate variable effects of physically-active instruction on academic achievement and classroom behavior. The utility of such approaches to train the approximate number system—a foundational construct underlying later mathematics achievement—in preschoolers remains unclear. PURPOSE: To determine the acute effects of physically-active lessons on acuity of the approximate number system and on-task behavior in preschoolers. METHODS: Using a randomized within-participants repeated-measures crossover design, children (N = 51; 3-5 y) completed a computerized approximate number system task before and after engaging in either 20-min of either physically-active or conventional sedentary instruction during two separate, counterbalanced sessions. The conventional sedentary lessons consisted of activities previously shown to strengthen approximate number representations (i.e., number line estimation, counting, and magnitude estimation) at an intensity of approximately 12% heart rate reserve whereas the physically-active lessons consisted of comparable activities integrated with movement corresponding to 30% heart rate reserve. Separate univariate multi-level models were constructed. Difference in pedometer step count between conditions was analyzed using independent t-test. RESULTS: Although no significant differences were observed in behavioral task performance at posttest between conditions, F’s (2,49) ≤ 1.0, p’s ≥ 0.434, f 2’s < 0.02 [95% CI: 0 to 0.08] , fewer experimenter redirections were required following the physically-active lessons (2.5 ± 2.8) relative to following the conventional sedentary lessons (5.0 ± 3.6), F(1, 49) = 20.7, p < 0.001, f 2 = 0.61 [95% CI: 0.24 to 1.29]. On average, children accrued 931.3 ± 8.2 more steps during the physically-active lessons relative to the sedentary lessons, t(95) = 19.1, p < .001, ds = 3.91 [95% CI: 3.19 to 4.55]. CONCLUSION: Physically-active lessons on emerging numeracy skills do not impede training of the approximate number system and result in greater on-task behavior relative to conventional sedentary lessons in preschoolers. Future studies should explore the integration of such approaches into early childhood education. Funding: Supported by funds from the Department of Kinesiology at Michigan State University.