Physical activity in the classroom has positive effects on attention and cognition. Fifteen minutes of moderate to vigorous physical activity appears to have the most beneficial effect. The strongest effects have been found for physical activity that is also cognitively challenging. However, it is not known whether these effects also occur in adolescents. It is known that physical activity in itself has a positive effect on attention, impulse control and task-focused behaviour. This is presumably due to changes in the brain, such as improved blood flow and increased hormone levels.
There are two ways of incorporating physical activity in the classroom: physically active learning and movement breaks. The first involves integrating movement into learning tasks. Examples include jumping while practising multiplication tables in a maths lesson, or doing squats while spelling words in a language lesson. The other approach involves interrupting learning, for example by dancing, jumping or running for fifteen minutes.
Acute effects of physical activity
Primary education regularly uses physically active learning and movement breaks. These have positive effects on selective attention, impulse control and task-focused behaviour. Selective attention refers to the ability to complete a task without being distracted by external stimuli. Impulse control is the ability to control impulses and suppress unwanted behaviour. Both are cognitive functions that are important for performance at school.
Little is known about the effects of physically active learning and movement breaks among students in secondary and vocational education. In this age group, only the effects of physical activity outside the classroom have been studied, for example in the gym or on the school playground. In general, these effects are comparable to those in primary education. Fifteen minutes of moderate to vigorous physical activity has the most beneficial effects on attention, impulse control and task-focused behaviour. Physical activity lasting five minutes or less, or performed at a low intensity, has little effect.
Cognitively challenging physical activity produces stronger acute effects on attention, impulse control and task-focused behaviour than purely aerobic physical activity. This applies to all students. It challenges students both physically and cognitively. This can be achieved through activities with complex rules or activities in which students have to learn new movements.
Neuropsychological changes in the brain
It is difficult to demonstrate the underlying mechanisms of physical activity and its acute effects. The studies differ considerably in the type and intensity of physical activity they examine. In general, it appears that a physical activity session leads to improved blood flow in the brain and an increase in hormone levels (including dopamine) and growth factors. It is expected that these changes in the brain lead to improved attention, impulse control and task-focused behaviour, which in turn contributes to academic performance. The intensity of physical activity appears to be important; the higher the intensity, the more visible the effects.
Cognitive challenge during physical activity is assumed to be important. ‘Thinking while moving’ activates cognitive processes and brain regions that people also use during cognitive tasks. However, this is a hypothesis. It is not known in what ways changes in the activation of brain regions that are involved in both cognition and movement explain the effects of cognitively challenging physical activity.
Finally, students enjoy physical activity in the classroom. This has positive effects on their mood. This, too, is expected to contribute to improved attention and more task-focused behaviour during lessons.
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