Classroom‐based physical activity and math performance: Integrated physical activity or not?

AIM This 8-week intervention examined the effect of two different types of classroom-based physical activity on math performance in elementary school children. METHODS Students in 4th and 5th grade (N = 560; 32 classes, 9-11 years old) from six schools were assigned to integrated physical activity (Move for Thought [M4T], n = 221), activity break (AB; n = 134) and a control group (n = 205; usual instruction) for eight weeks. Students completed a standardised math test before and after the intervention. Programme fidelity was measured with a teacher daily log, recording the duration and frequency of the physical activity sessions. Linear mixed models were used for the analyses. Grade and gender were explored as moderators. RESULTS Move for Thought group outperformed AB (p