Nicholas Riley|David R. Lubans|Philip J. Morgan|Myles D. Young
Outcomes and process evaluation of a programme integrating physical activity into the primary school mathematics curriculum: The EASY Minds pilot randomised controlled trial
University of Newcastle Australia|University of Newcastle Australia|University of Newcastle Australia|University of Newcastle Australia
objectives study evaluated feasibility encouraging activity stimulate young easy minds programme schoolbased intervention integrating physical activity pa mathematics lessons design randomised controlled trial methods two classes single school n 54 randomised receive either 6week easy minds intervention n 27 follow usual school programme n 27 intervention involved embedding pa across preexisting mathematics programme 3 60 min sessions per week changes pa measured using accelerometers task behaviour measured using momentary time sampling observation results using intentiontotreat analysis significant intervention effects found mvpa 97 95ci 76 118 p 0001 sedentary time 224 ci 249 122 p 0001 intervention group mathematics lessons 930am1030am significant intervention effects also shown mvpa 87 95 ci 58 116 p 0001 sedentary time 186 95 ci 249 122 p 0001 across whole school day furthermore children displayed significantly greater ontask behaviour across intervention period 199 95ci 24 374 p 003 mean difference groups conclusions easy minds programme demonstrated integrating movement across primary mathematics syllabus feasible efficacious enhancing school basedpa improving ontask behaviour mathematics lessons