Peer-reviewed article
The impact of physically active learning during the school day on children’s physical activity levels, time on task and learning behaviours and academic outcomes
Paul Bacon, Rachel N. Lord ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study tested whether physically active learning (PAL) during school lessons affects children's physical activity, concentration, and academic performance. Children who had PAL lessons took significantly more steps per week and showed better concentration than those in regular non-active lessons. Academic test scores were similar between the two approaches, showing that active learning did not harm academic achievement.
Key points
- Children were more active during PAL lessons (196 steps per week) compared to non-active lessons (152 steps per week)
- Children's heart rate reached 73% of maximum during PAL compared to 51% during non-active lessons
- Time on task (concentration) was significantly higher with PAL at 97% compared to 87% with non-active learning
- No differences in academic outcomes were found between PAL and non-active learning approaches
- PAL increased activity levels without negative effects on academic performance
Limitations
The study lasted only 2 weeks, which may not show longer-term effects on learning or sustained behaviour change. The research does not specify which academic subjects were tested or provide detail on the types of schools or age groups involved.
Abstract
The benefits of physical activity in school settings and its impact on health and academic outcomes are of interest from public health and educational contexts. This study investigates how physically active learning (PAL): (i) contributes to children's physical activity levels, (ii) impacts on academic outcomes and (iii) influences children's focus and concentration, defined as time on task (ToT). METHODS: Over a 2-week period, participants were exposed to PAL and non-active learning (NAL) lessons in a counterbalanced design. Physiological responses and ToT behaviour were recorded throughout PAL and NAL lessons. Academic outcomes were assessed the week before, during and the week after each mode of delivery. RESULTS: Children were more active during PAL (196�542 steps per week) compared to NAL (152�395 steps per week, P = 0.003). The physiological demands of PAL (73% HRmax), were significantly greater (P < 0.001) than NAL (51% HRmax). Children's ToT was significantly higher (P < 0.001) with PAL (97%) than NAL (87%). There were no differences in academic outcomes when PAL and NAL were compared. CONCLUSIONS: Modest levels of PAL increased activity levels. No evidence was found to suggest PAL had a negative effect on children's academic outcomes, and PAL could positively impact on children's concentration.
Findings the Hub has extracted
Each claim below is labelled by its type of design and links back to this report.
- Intervention
- Physically active learning (PAL) - integrating movement into school lessons during a 2-week period in a counterbalanced design
- Population
- School children in Great Britain (specific age and school type not detailed)
Key finding
Children took 196±542 steps per week during PAL versus 152±395 during NAL (P = 0.003)