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dc.contributor.authorResaland, Geir Kåre
dc.contributor.authorAadland, Eivind
dc.contributor.authorMoe, Vegard Fusche
dc.contributor.authorAadland, Katrine Nyvoll
dc.contributor.authorSkrede, Turid
dc.contributor.authorStavnsbo, Mette
dc.contributor.authorSuominen, Laura
dc.contributor.authorSteene-Johannessen, Jostein
dc.contributor.authorGlosvik, Øyvind
dc.contributor.authorAndersen, John Roger
dc.contributor.authorKvalheim, Olav Martin
dc.contributor.authorEngelsrud, Gunn
dc.contributor.authorAndersen, Lars Bo
dc.contributor.authorHolme, Ingar Morten K
dc.contributor.authorOmmundsen, Yngvar
dc.contributor.authorKriemler, Susi
dc.contributor.authorvan Mechelen, Willem
dc.contributor.authorMcKay, Heather A.
dc.contributor.authorEkelund, Ulf
dc.contributor.authorAnderssen, Sigmund Alfred
dc.PublishedResaland GK, Aadland E, Moe VF, Aadland KNAa, Skrede T, Stavnsbo M, Suominen L, Steene-Johannessen J, Glosvik Ø, Andersen JR, Kvalheim OM, Engelsrud G, Andersen LB, Holme IMK, Ommundsen Y, Kriemler S, van Mechelen W, McKay HA, Ekelund U, Anderssen SA. Effects of physical activity on schoolchildren's academic performance: The Active Smarter Kids (ASK) cluster-randomized controlled trial. Preventive Medicine. 2016;91:322-328eng
dc.description.abstractObjective. To investigate the effect of a seven-month, school-based cluster-randomized controlled trial on academic performance in 10-year-old children. Methods. In total, 1129 fifth-grade children from 57 elementary schools in Sogn og Fjordane County, Norway, were cluster-randomized by school either to the intervention group or to the control group. The children in the 28 intervention schools participated in a physical activity intervention between November 2014 and June 2015 consisting of three components: 1) 90 min/week of physically active educational lessons mainly carried out in the school playground; 2) 5 min/day of physical activity breaks during classroom lessons; 3) 10 min/day physical activity homework. Academic performance in numeracy, reading and English was measured using standardized Norwegian national tests. Physical activity was measured objectively by accelerometry. Results. We found no effect of the intervention on academic performance in primary analyses (standardized difference 0.01–0.06, p N 0.358). Subgroup analyses, however, revealed a favorable intervention effect for those who performed the poorest at baseline (lowest tertile) for numeracy (p = 0.005 for the subgroup ∗ group interaction), compared to controls (standardized difference 0.62, 95% CI 0.19–1.07). Conclusions. This large, rigorously conducted cluster RCT in 10-year-old children supports the notion that there is still inadequate evidence to conclude that increased physical activity in school enhances academic achievement in all children. Still, combining physical activity and learning seems a viable model to stimulate learning in those academically weakest schoolchildrenen_US
dc.rightsAttribution CC BY-NC-NDeng
dc.subjectPhysical activityeng
dc.subjectElementary schooleng
dc.subjectAcademic performanceeng
dc.subjectPhysically active educational lessonseng
dc.subjectCluster RCTeng
dc.titleEffects of physical activity on schoolchildren's academic performance: The Active Smarter Kids (ASK) cluster-randomized controlled trialen_US
dc.typePeer reviewed
dc.typeJournal article
dc.rights.holderCopyright 2016 The Author(s)en_US
dc.source.journalPreventive Medicine

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