Skip to main content
placeholder image

Effects of Integrating Physical Activities Into a Science Lesson on Preschool Children's Learning and Enjoyment

Journal Article


Download full-text (Open Access)

Abstract


  • This study investigated the effects of physical activities that were integrated into a science lesson on learning among preschool children. A total of 90 children from seven childcare centres (Mage = 4.90, SD = 0.52; 45 girls) were randomly assigned across an integrated physical activity condition including task-relevant physical activities, a nonintegrated physical activity condition involving task-irrelevant physical activities, or a control condition involving the predominantly conventional sedentary style of teaching. Children learned the names of the planets and their order, based on the distance from the sun. For both the immediate and delayed (6 weeks after the programme) assessments, results showed that learning outcomes were highest in the integrated condition and higher in the nonintegrated condition than in the control condition. Children in the integrated condition scored higher on perceived enjoyment of learning than children in the control condition. Implications of integrated physical activity programmes for preschool children's health, cognition, and learning are further discussed.

Publication Date


  • 2017

Citation


  • Mavilidi, M., Okely, A. D., Chandler, P. & Paas, F. (2017). Effects of Integrating Physical Activities Into a Science Lesson on Preschool Children's Learning and Enjoyment. Applied Cognitive Psychology, 31 (3), 281-290.

Scopus Eid


  • 2-s2.0-85018752246

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=3964&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2961

Has Global Citation Frequency


Number Of Pages


  • 9

Start Page


  • 281

End Page


  • 290

Volume


  • 31

Issue


  • 3

Place Of Publication


  • United Kingdom

Abstract


  • This study investigated the effects of physical activities that were integrated into a science lesson on learning among preschool children. A total of 90 children from seven childcare centres (Mage = 4.90, SD = 0.52; 45 girls) were randomly assigned across an integrated physical activity condition including task-relevant physical activities, a nonintegrated physical activity condition involving task-irrelevant physical activities, or a control condition involving the predominantly conventional sedentary style of teaching. Children learned the names of the planets and their order, based on the distance from the sun. For both the immediate and delayed (6 weeks after the programme) assessments, results showed that learning outcomes were highest in the integrated condition and higher in the nonintegrated condition than in the control condition. Children in the integrated condition scored higher on perceived enjoyment of learning than children in the control condition. Implications of integrated physical activity programmes for preschool children's health, cognition, and learning are further discussed.

Publication Date


  • 2017

Citation


  • Mavilidi, M., Okely, A. D., Chandler, P. & Paas, F. (2017). Effects of Integrating Physical Activities Into a Science Lesson on Preschool Children's Learning and Enjoyment. Applied Cognitive Psychology, 31 (3), 281-290.

Scopus Eid


  • 2-s2.0-85018752246

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=3964&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2961

Has Global Citation Frequency


Number Of Pages


  • 9

Start Page


  • 281

End Page


  • 290

Volume


  • 31

Issue


  • 3

Place Of Publication


  • United Kingdom