Peer-reviewed article
HIIT and Resistance Training Effects on Learning-related Outcomes in Underserved School Children
Jessica C. Peacock, Kevin E. Finn, April B. Bowling ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study tested whether high-intensity interval training (HIIT) and resistance training embedded in school physical education could improve learning and behavior in 70 children aged 8-10 in urban US schools. Children doing HIIT got significantly more vigorous exercise and scored 1.82 points higher on math tests than those in standard PE classes. Resistance training did not improve academic or physical activity outcomes. Behavior ratings showed no difference across groups.
Key points
- HIIT resulted in 1.86 additional vigorous PA minutes per session and 0.76 very vigorous PA minutes compared to standard PE
- HIIT was associated with 1.82-point improvement in math test scores compared to standard PE control group
- Resistance training produced no significant differences in physical activity or academic outcomes compared to standard PE
- No intervention group showed improvements in behavioral ratings measured by the Abbreviated Conners Rating Scale
- Study used a pragmatic trial design with three arms: standard PE (n=23), HIIT (n=25), and RT (n=22)
Limitations
The study was relatively small with only 70 children and measured outcomes only at baseline and post-intervention without a longer follow-up. The document does not specify the duration of the intervention period or provide details on how long behavioral effects were tracked.
Abstract
Research has demonstrated associations between differing modalities of physical activity (PA) and behavioral and learning outcomes; however, little evidence exists in real world settings. To evaluate the effects of embedding high intensity interval training (HITT) and resistance training (RT) into physical education (PE) curriculum on PA, academic performance, and behavior in youth attending urban schools. Forty boys and 30 girls; ages 8-10 yrs. enrolled in an expanded public school supplemental learning program were assigned into one of three conditions using a pragmatic trial design: standard PE curriculum (n = 23), HITT (n = 25), and RT (n = 22). PA was measured using accelerometers; math achievement scores were conducted at baseline and post-intervention using the Math Knowledge Assessment (MKA); behavior was assessed using the Abbreviated Conners Rating Scale (ACRS) daily. Participation in HITT resulted in 1.86 additional vigorous PA minutes (p=0.04) and 0.76 additional very vigorous PA minutes (P=0.02) per session, but was not associated with increased moderate PA minutes compared to the control group. RT PA outcomes did not differ from regular PE. Participating in HIIT, but not RT, was associated with a 1.82-point improvement in math test scores compared to those in the same grade in the standard PE group (p=0.02). No group assignment was associated with behavioral ratings. Embedding HITT within PE has potential for improving vigorous PA levels and may affect learning outcomes in urban youth. This is consistent with prior studies which show how short bouts of intense exercise can improve cognitive outcomes.
Findings the Hub has extracted
Each claim below is labelled by its type of design and links back to this report.
Problem
Low physical activity levels and academic underperformance in underserved urban school children
- Intervention
- Embedding high-intensity interval training (HIIT) within the physical education curriculum
- Population
- 70 children aged 8-10 years (40 boys, 30 girls) enrolled in an expanded public school supplemental learning program in urban schools
Key finding
HIIT resulted in 1.86 additional vigorous PA minutes per session (p=0.04) and 0.76 additional very vigorous PA minutes (p=0.02) compared to standard PE