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Infusing Physical Activities Into the Classroom: Effects on Preschool Children's Geography Learning

Journal Article


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Abstract


  • In this intervention study, we investigated the effects of physical activities that were integrated into a geography task on preschool children's learning performance and enjoyment. Eight childcare centers with 87 four-to-five-year-old children were randomly assigned across an integrated physical activity condition, an unintegrated physical activity condition, and a control condition without physical activity. Children learned the names and a typical animal from each of the six continents using a floor-mounted world map with soft toy animals. Both learning conditions with physical activities showed higher performance than the learning condition without physical activities on an immediate retention test, and on a delayed retention test administered five weeks later. In addition, children in the physical activity conditions (integrated and nonintegrated) enjoyed their learning method the most. Infusing task-relevant physical activities into the classroom and the learning task is discussed as a promising way to improve children's learning, enjoyment, and health.

Publication Date


  • 2016

Citation


  • Mavilidi, M., Okely, A. D., Chandler, P. & Paas, F. (2016). Infusing Physical Activities Into the Classroom: Effects on Preschool Children's Geography Learning. Mind, Brain, and Education, 10 (4), 256-263.

Scopus Eid


  • 2-s2.0-84995609208

Ro Full-text Url


  • http://ro.uow.edu.au/context/sspapers/article/4536/type/native/viewcontent

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/3529

Has Global Citation Frequency


Number Of Pages


  • 7

Start Page


  • 256

End Page


  • 263

Volume


  • 10

Issue


  • 4

Place Of Publication


  • United States

Abstract


  • In this intervention study, we investigated the effects of physical activities that were integrated into a geography task on preschool children's learning performance and enjoyment. Eight childcare centers with 87 four-to-five-year-old children were randomly assigned across an integrated physical activity condition, an unintegrated physical activity condition, and a control condition without physical activity. Children learned the names and a typical animal from each of the six continents using a floor-mounted world map with soft toy animals. Both learning conditions with physical activities showed higher performance than the learning condition without physical activities on an immediate retention test, and on a delayed retention test administered five weeks later. In addition, children in the physical activity conditions (integrated and nonintegrated) enjoyed their learning method the most. Infusing task-relevant physical activities into the classroom and the learning task is discussed as a promising way to improve children's learning, enjoyment, and health.

Publication Date


  • 2016

Citation


  • Mavilidi, M., Okely, A. D., Chandler, P. & Paas, F. (2016). Infusing Physical Activities Into the Classroom: Effects on Preschool Children's Geography Learning. Mind, Brain, and Education, 10 (4), 256-263.

Scopus Eid


  • 2-s2.0-84995609208

Ro Full-text Url


  • http://ro.uow.edu.au/context/sspapers/article/4536/type/native/viewcontent

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/3529

Has Global Citation Frequency


Number Of Pages


  • 7

Start Page


  • 256

End Page


  • 263

Volume


  • 10

Issue


  • 4

Place Of Publication


  • United States