The Influence of Integrating Kinesthetic Learning Experiences in Elementary Classrooms

1
The Influence of Integrating Kinesthetic Learning
Experiences in Elementary Classrooms

• Heather E. Erwin, Aaron Beighle, Mark Abel,
  Angela Miller
• University of Kentucky
• College of Education

2
Purpose of the Study

• Examine the impact of a classroom-based physical
  activity (CBPA) intervention on elementary
  students physical activity levels during
  mathematics lessons and the entire school day
• Investigate the extent to which students retained
  academic content taught during CBPA

3
Introduction

• Many American youth are not meeting the
  recommendations of 60 minutes of MVPA per day
  (Vincent et al., 2003)
• By age 8, overweight children are 80 more at
  risk of being overweight or obese as adults
  (NASPE American Heart Association, 2006)
• Important to provide multiple physical activity
  opportunities to individuals at a young age

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Introduction

• School-based interventions advocated (Pate et
  al., 2006 Sallis McKenzie, 1991)
• Child Nutrition and WIC Reauthorization Act of
  2004 (Public Law 108-265, 2004)
• National trend towards reducing PA opportunities
  in schools due to legislative pressure requiring
  schools to hold students to high academic
  standards (House of Representatives 1804, 103rd
  Congress, 1994)

5
Literature Review

• Mixed results found with literature on physical
  activity and academic performance
• Physical activity has been linked to increased
  educational achievement (Coe et al., 2006 Field,
  Diego, Sanders, 2001 Sallis et al., 1999)
• No significant academic differences between youth
  receiving varying levels of physical activity
  (Daley Ryan, 2000 Fisher, Juszczak,
  Friedman, 1996 Sanders et al., 2000)

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Literature Review

• Despite inconsistencies, positive relationships
  exist between physical activity and specific
  facilitators of learning
• Physical activity (Oliver, Schofield, McEvoy,
  2006 Stewart et al., 2004)
• On-task behavior (Mahar et al., 2006)
• Attentiveness (Azrin, Elhe, Beaumont, 2006
  Pellegrini, Huberty, Jones, 1995)
• Concentration (Caterino Polak, 1999)

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Literature Review

• Limited research on physical activity and
  retention of information
• Disability research suggests an exercise program
  affected working memory of children with dyslexia
  (Reynolds Nicolson, 2007)
• Positive association between healthy childrens
  fitness and their working memory (Hillman,
  Castelli, Buck, 2005)

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Participants

• 76 children (43 boys, 33 girls), aged 8 to 12 (M
  10.08, SD .86)
• 4 teachers (all females)
• Recruited from one elementary school in Fayette
  County, KY

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Instruments

• Physical activity
• Walk4Life MLS-2505 pedometers (Plainfield, IL)
• Model GT1M Actigraph LLC. Accelerometers
  (Pensacola, FL)
• Student knowledge
• Teacher-developed learning checks

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Procedures

• Teacher in-service to develop integration
  activities and learning checks
• Example
• Write each fraction as a decimal and a
  percent.
• 7 8
• 10 25
• Example
• 149 7

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Procedures

• Physical activity
• 5 days baseline
• 13 days intervention
• Learning checks
• Pre-, post-, and 9 weeks post-

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Data Analysis

• Physical activity
• Step counts/outputs averaged during baseline and
  intervention
• Multiple paired-sample t-tests

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Data Analysis

• Learning checks
• Scores averaged during baseline,
  post-intervention, and 9 weeks post-intervention
• Multiple paired-sample t-tests

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Pedometer Results
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Accelerometer Results
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Learning Check Results
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Discussion

• Participants accumulated significantly more steps
  during math lessons and overall school day in
  CBPA.
• Accelerometer data suggest, that in a limited
  subsample of participants, there was a modest,
  yet significant increase in physical activity
  intensity during the intervention math classes.

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Discussion

• Students learned math content via CBPA.
• Students retained math content presented via CBPA
  nine weeks later.
• CBPA may occur without jeopardizing student
  learning (Ahamed et al, 2007).
• Results may provide additional support for
  integrating physical activity into
  academic lessons.

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Implications

• With low physical activity among children, CBPA
  may help individuals reach recommended levels.
• Due to the importance of test scores in schools,
  results of this study may encourage teachers to
  use CBPA to teach core content, or at the very
  least, prevent them from opposing its
  implementation.

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Limitations

• Small sample size from one school, two grade
  levels
• Limited to integration of physical activity with
  one subject area
• Short intervention
• Cross-sectional data
• Learning check threats to validity

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Future Studies

• More participants, grade levels, subject areas
• Control group comparison
• Teacher perceptions in relation to student
  physical activity