Differential impact of various in-class physical exercise interventions on cognitive function and mathematics achievement in primary school children
Christian Leukel, Benedikt Lauber, Juliane Leuders, Sven Hertel, Wolfgang Taube

TL;DR
This study found that balance and cognitive training during class breaks improved concentration and math performance in primary school children.
Contribution
The study compares physical and cognitive in-class exercises' effects on cognition and math performance in children.
Findings
BALANCE and MENTAL groups showed significant improvements in both easy and complex math exercises.
Students with lower concentration scores benefited more from BALANCE and MENTAL interventions in simpler math tasks.
Both physical and non-physical breaks improved concentration and math performance.
Abstract
Physical activity is increasingly recognized for its dual role in enhancing both physical health and cognitive development. This study compared the effects of three types of in-class interventions—CARDIO (aerobic/anaerobic exercises), BALANCE (balance training), and MENTAL (cognitive training without physical activity)—on cognitive function and mathematics achievement among primary school students, including a subsample with lower concentration scores. A total of 157 students from the 2nd and 3rd grades were assigned to one of the intervention groups. The interventions were conducted daily for 15 min over a 5-week period. Cognitive function was assessed using the KoKi concentration test, and academic achievement in mathematics was evaluated with a curriculum-based assessment. Concentration levels were increased in all groups, but only the BALANCE and MENTAL groups showed significant…
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Taxonomy
TopicsObesity, Physical Activity, Diet · Children's Physical and Motor Development · Physical Education and Training Studies
