Physically active vs. sedentary academic lessons: A dose response study for elementary student time on task

Background: Physically active academic lessons are an effective intervention to reduce sedentary time and increase student physical activity. They have also been shown to enhance task engagement, as indicated by observations of attention and behavior control, time on task (TOT). However, it is not clear if the improved TOT stems from the physical activity or if it is the result of an enjoyable break from traditional instruction. If it is due to physical activity, what dose of intensity is required for the effect? This study was designed to test these questions. Methods: Participants were 320 children (7-9 years) recruited from school districts in Central Texas in 2012. They were assigned by classroom (n = 20) to one of four conditions: 1) sedentary, standard lesson (n = 72); 2) sedentary academic game (n = 87); 3) low to moderate intensity PA (LMPA), academic game (n = 81); and 4) moderate to vigorous intensity PA (MVPA), academic game (n = 76). Measures included PA via accelerometer and TOT. Results: Mixed-method RMANOVA indicated TOT decreased following the standard lesson (p < 0.001), showed no change following the sedentary academic game (p = 0.68), and increased following the LMPA (p < 0.01) and MVPA (p < 0.001) academic games. Conclusions: While the sedentary, academic game prevented the reduction in TOT observed in the standard lesson, PA resulted in increased TOT. Future research should be designed to examine the potential academic benefits of the change in TOT.