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dc.contributor.authorMorris, Jade L.
dc.contributor.authorArchbold, V.S.J.
dc.contributor.authorBond, S.J.
dc.contributor.authorDaly-Smith, Andrew
dc.date.accessioned2022-02-16T10:45:56Z
dc.date.accessioned2022-03-08T15:36:34Z
dc.date.available2022-02-16T10:45:56Z
dc.date.available2022-03-08T15:36:34Z
dc.date.issued2022-01
dc.identifier.citationMorris JL, Archbold VSJ, Bond SJ et al (2022) Effects of Maths on the Move on Children's Perspectives, Physical Activity, and Maths Performance. Translational Journal of the American College of Sports Medicine. 7(1): e000191.
dc.identifier.urihttp://hdl.handle.net/10454/18766
dc.descriptionYes
dc.description.abstractPurpose To assess the impact of a six-week ‘Maths on the Move’ (MOTM) physically active learning programme on primary school children’s physical activity (PA) levels and maths performance. Method Randomised control trial. Year 5 children’s PA was assessed using accelerometry for five consecutive school days at baseline and during the final intervention week (final sample: n=97, age M=9.61±0.29, 52.6% female). Two maths performance tests were used; one assessing mathematical content taught during MOTM and one assessing math’s fluency (MASSAT). Both tests were conducted at baseline and following the intervention (week seven). Focus groups were conducted in week seven with intervention children (n=12), randomly choosing an even split of children classified with pre-intervention low or high PA levels. Results On average, during a typical 45-49 minutes MOTM lesson, children obtained an additional five minutes of moderate-to-vigorous PA and 5.7 minutes of light PA counteracted by a reduction of 9.5 minutes of time spent sedentary compared to children that remained in the classroom (control condition). The maths attainment test performance significantly improved over time for children in the MOTM compared to the control (+6.1 versus +0.9, p≤0.0001, d=1.507). No significant improvements were found in the MASSAT total score. Seven emerging themes were derived from the child focus groups. Children felt the MOTM sessions resulted in social and environmental improvements, which improved learning during the sessions. Children described the MOTM sessions as enjoyable, fun, engaging and invigorating – resulting in positive associations to learning and activity. Conclusion Collectively, the findings identify the MOTM programme improves pupil’s PA levels, academic outcomes and identifies pupil’s willingness, enjoyment, and engagement.
dc.language.isoenen
dc.rights© 2022 by the American College of Sports Medicine. Full-text reproduced in accordance with the LWW self-archiving policy.
dc.subjectMaths
dc.subjectPhysical activity
dc.subjectChildren
dc.subjectMaths performance
dc.subjectMaths on the Move
dc.subjectMOTM
dc.titleEffects of Maths on the Move on Children's Perspectives, Physical Activity, and Maths Performance
dc.status.refereedYes
dc.date.Accepted2021-11-13
dc.typeArticle
dc.type.versionAccepted manuscript
dc.identifier.doihttps://doi.org/10.1249/TJX.0000000000000191
dc.rights.licenseCC-BY-NC
dc.date.updated2022-02-16T10:45:58Z
refterms.dateFOA2022-03-08T15:37:20Z
dc.openaccess.statusopenAccess


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