RecruitingACTRN12621000838819

Effects of physical activity breaks in secondary school mathematics lessons

Investigating the impact of cognitively demanding physical activity breaks on time spent on task in secondary school mathematics lessons

Sponsor

University of Newcastle

Enrollment

265 participants

Start Date

Jun 28, 2021

Study Type

Interventional

Conditions

Cognition Muscular fitness

Summary

The overall aim of this study is to assess the preliminary efficacy and feasibility of cognitively demanding physical activity breaks in secondary schools. More specifically, this study will assess the effect of cognitively demanding classroom physical activity breaks on adolescents' cognition, and academic achievement. The majority of research in physical activity and cognition has investigated the quantitative aspects of physical activity, such as duration and intensity. Alternatively, the qualitative characteristics of physical activity, such as task complexity, novelty and activity context, have received less attention. Emerging research on cognitively demanding physical activity, using the qualitative characteristics of physical activity, seems to promote changes in cognitive performance. The outcomes from this research will benefit current and future generations of young Australians as physical activity levels decline dramatically during adolescence, and only 15% of Australian adolescents are sufficiently active. Finding ways to promote physical activity in adolescents is particularly important considering that physical inactivity is linked with a range of diseases such as obesity, Type II diabetes, and a range of mental health disorders. Of note, stress and anxiety among youth are increasing in recent decades, particularly among older adolescents. Schools are ideal settings for the promotion of physical activity because they have the necessary facilities, equipment, personnel and are accessible to young people. Our proposed study, focusing on the promotion of physical activity for adolescents has the potential to create new knowledge and reduce the burden of physical inactivity. This project will offer a significant contribution to the field by emphasising the impact of cognitive demanding physical activity. In addition, our proposed intervention may enhance adolescents' cognitive outcomes, as well as their mathematical engagement.

Eligibility

Sex: Both males and femalesMin Age: 14 YearssMax Age: 17 Yearss

Plain Language Summary

Simplified for easier understanding

Most teenagers do not get enough physical activity, which is linked to obesity, mental health difficulties, and poor academic performance. But fitting exercise into the school day — especially during academic subjects — is a challenge. This study is testing whether short breaks of cognitively demanding physical activity (exercise that also requires thinking, like coordination challenges or memory games) built into Year 10 mathematics lessons can improve students' thinking skills and academic performance. This approach goes beyond simply getting kids moving — it focuses on the quality and mental engagement of the activity, not just the quantity. Classes are randomly assigned to either have these active breaks built in or to continue with standard lessons, and outcomes like focus, memory, and maths performance are compared. Students are eligible if they are currently in Year 10 at a participating New South Wales high school, aged 14–17, and do not have any medical condition that prevents physical activity. Parent or guardian consent is required.

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Interventions

Brief name: Cognitively demanding resistance training breaks. Why: Delivering resistance training breaks while also performing a cognitive task is aiming to determine if students who participate in

Brief name: Cognitively demanding resistance training breaks. Why: Delivering resistance training breaks while also performing a cognitive task is aiming to determine if students who participate in this type of intervention see benefits to on-task behaviour in the mathematics classroom as an acute response. What: The intervention is delivered via video and requires students to answer a mathematics question, responding with the correct answer by performing the linked resistance training exercise. Examples of body weight exercises included in the intervention are: table push ups, squats to a chair, tricep dips on a chair. An example of a video that will be used in the intervention can be found here - https://vimeo.com/manage/videos/540482591 Who provided: The video was produced by working with experts from the fitness industry, specifically strength trainers with expertise in delivering resistance training activities to adolescents. At the point of delivery, it will be classroom mathematics teachers who play the video to the class and supervise the safety of their students. A 3 hour training session is delivered to all teachers involved in the study where key elements of safety, motivation and technique are explained. The procedure for delivery is for students to enter the classroom and place their bag safely out of the way (this is clearly indicated on a safety video at the beginning of the study). The teacher will then ask the class if any students are unwell or suffering from an injury. At this point, the teacher makes a decision based on outlined scenarios discussed in training to either modify the student's workload or exempt them from that session. The video is then played and students participate in the workout. The Tabata style has students exercise for 20 seconds and resting for 10 seconds repeated 8 times. The total video time is 6 minutes. At the completion of the video, students return to their seat and begin class work. How: The intervention is provided to the class of Year 10 students as a group at the beginning of each mathematics lesson for 6 weeks (A total of 36 sessions). The video links are to be provided on the following webpage. Currently in progress - https://www.canva.com/design/DAEZReid3e0/CRCrCAgbig6L9g1poK6Udg/view Where: The intervention will occur in a standard Highschool mathematics classroom. No movement to furniture is required and students perform all exercises using only the desk and chair. When and how much: Each video lasts for 6 minutes with a total workout time of 4 minutes. The video is delivered at the beginning of each mathematics lesson (3 times per week) for a total of 6 weeks. Tailoring: Tailoring can occur for students who are injured. Eg a student with a broken arm can modify exercises to complete another exercise that does not utilise the use of their arm e.g. lunges. All modifications are discussed in the teacher training session. Modifications: No modifications are intended. How well - planned: Planned fidelity checks are to occur weekly by myself - the lead investigator. A structured set of questions outline a fidelity check ensuring continuity to the delivery of the videos across schools.