Abstract
Currently, there is great interest in the correlation between children’s physical activity and their academic performance. In this study, a pre-test/mid-test/post-test experimental strategy was used to avoid any disruption of educational activities, due to the random selection of children in each group. The experimental group was tested for eight months. We developed a methodology for innovative physical education classes and created a model of educational factors that encourage physical activity for children. The experimental group comprised 45 girls and 44 boys aged 6–7 years. The control group included 43 girls and 46 boys aged 6–7. Methods: Mathematical diagnostic progress tests were divided into two sections: tasks were allocated according to performance levels and the content as well as fields of activity and cognitive skills. The assessment of all areas of activity was based on student performance (unsatisfactory, satisfactory, basic, and advanced). Distribution of mathematical learning achievements by curriculum content: mathematical diagnosis was used to evaluate first-grade children’s mathematical knowledge and skills according to the five areas of the mathematics education curriculum: numbers and calculations; phenomena, equations, and inequalities; geometry, measures, and measurements; statistics and communication; and general problem-solving skills. The differences between the pre-test and mid-test results indicated that the number of children performing at a satisfactory level decreased (p = 0.035). The differences between the pre-test and post-test advanced (p = 0.038) and basic (p = 0.018) levels were found to be increased. Applying an innovative physical education program to first graders demonstrated a higher-level mathematics program in the areas of geometry, measures, and measurements; statistics; and communication and general problem-solving skills. Based on the interface between an innovative primary school physical education program and mathematics learning achievements, a research tool was developed that can be used in a quantitative research strategy.
Highlights
The relationship between children’s physical activity and their academic performance is of considerable interest
The results of our study showed that primary school children who participated in innovative physical education lessons demonstrated superior skills in mathematics, including geometry, measures, and measurements; statistics; and communication and general problem-solving skills
Our conclusions show that applying an innovative physical education program to first graders demonstrated a higher level math program in the areas of geometry, measurements, and measurements; statistics; and communication and general problem-solving skills
Summary
The relationship between children’s physical activity and their academic performance is of considerable interest. When young people engage in at least 60 min of physical activity daily, the health benefits accumulate, including strong bones and muscles, improved muscular strength and endurance, reduced risk of developing chronic diseases, improved self-esteem, and reduced stress and anxiety [6]. Recent research by Sánchez-Miguel et al has shown that in the context of education, in order to promote adolescents’ physical activity and motor activity, it is important to improve the student’s self-esteem and perception of body satisfaction [7,8]. Intervention studies provide evidence that 90 min of moderate-to-vigorous PA, per week, at school [10], in addition to 60 min of physical education per day [11] or increased after-school PA for 40 min per day [12], improves academic performance among children
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
