***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: Background The modern classroom is an inherently sedentary environment . Virtual Field Trips ( VFTs ) using interactive whiteboards to explore virtual scenes are a potential method of converting sedentary class-time into physically active teaching . This pilot aim ed to assess the effects of a developed VFT on physical activity and learning in primary -school children . Methods Participants ( n = 85 ) were r and omly assigned to a ) a 30-minute physically active London 2012 Olympics-themed VFT , or b ) a 30-minute sedentary version of the same VFT .  Activity was measured using GT1 M Actigraphs , content recall was assessed with a quiz and user evaluations were gained from teacher and pupil question naires . Results Pupils in the active VFT displayed significantly less sedentary time ( p < 0.001 ) , and significantly more light ( p < 0.001 ) , moderate ( p = 0.01 ) and vigorous physical activity ( p < 0.001 ) than sedentary VFT pupils . No differences in content recall were found between intervention groups : suggesting that adding physical activity into classroom teaching may not compromise attainment . High acceptability was found in teachers and active VFT students rated their session significantly higher than sedentary pupils ( p < 0.002 ) . Conclusions This one-day pilot provides early evidence of the ability of VFTs to convert sedentary academic time into active time . Longitudinal research is needed to assess prolonged effects of active VFTs in reducing sedentary time AIM to investigate whether increased physical exercise during the school day influenced subsequent cognitive performance in the classroom . METHOD a r and omized , crossover- design trial ( two weeks in duration ) was conducted in six mainstream primary schools ( 1224 children aged 8 - 11y ) . No data on sex was available . Children received a teacher-directed , classroom-based programme of physical exercise , delivered approximately 30 minutes after lunch for 15 minutes during one week and no exercise programme during the other ( order counterbalanced across participants ) . At the end of each school day , they completed one of five psychometric tests ( paced serial addition , size ordering , listening span , digit-span backwards , and digit-symbol encoding ) , so that each test was delivered once after exercise and once after no exercise . RESULTS general linear modelling analysis demonstrated a significant interaction between intervention and counterbalance group ( p<0.001 ) , showing that exercise  benefitted cognitive performance . Post-hoc analysis revealed that benefits occurred in participants who received the exercise intervention in the second but not the first week of the experiment and were also moderated by type of test and age group . INTERPRETATION physical exercise benefits cognitive performance within the classroom . The degree of benefit depends on the context of testing and participants ' characteristics . This has implication s for the role that is attributed to physical exercise within the school curriculum Objective : An emerging field of research indicates that physical activity can benefit cognitive functions and academic achievements in children . However , less is known about how academic achievements can benefit from specific types of motor activities ( e.g. , fine and gross ) integrated into learning activities . Thus , the aim of this study was to investigate whether fine or gross motor activity integrated into math lessons ( i.e. , motor-enrichment ) could improve  children 's mathematical performance . Methods : A 6-week within school cluster-r and omized intervention study investigated the effects of motor-enriched mathematical teaching in Danish preadolescent children ( n = 165 , age = 7.5 ± 0.02 years ) . Three groups were included : a control group ( CON ) , which received non-motor enriched conventional mathematical teaching , a fine motor math group ( FMM ) and a gross motor math group ( GMM ) , which received mathematical teaching enriched with fine and gross motor activity , respectively . The children were tested before ( T0 ) , immediately after ( T1 ) and 8 weeks after the intervention ( T2 ) . A st and ardized mathematical test ( 50 tasks ) was used to evaluate mathematical performance . Furthermore , it was investigated whether motor-enriched math was accompanied by different effects in low and normal math performers . Additionally , the study investigated the potential contribution of cognitive functions and motor skills on mathematical performance . Results : All groups improved their mathematical performance from T0 to T1 . However , from T0 to T1 , the improvement was significantly greater in GMM compared to FMM ( 1.87 ± 0.71 correct answers ) ( p = 0.02 ) . At T2 no significant differences in mathematical performance were observed . A subgroup analysis revealed that normal math-performers benefitted from GMM compared to both CON 1.78 ± 0.73 correct answers ( p = 0.04 ) and FMM 2.14 ± 0.72 correct answers ( p = 0.008 ) . These effects were not observed in low math-performers . The effects were partly accounted for by visuo-spatial short-term memory and gross motor skills . Conclusion : The study demonstrates that motor enriched learning activities can improve mathematical performance . In normal math performers GMM led to larger improvements than FMM and CON . This was not the case for the low math performers . Future studies should further eluci date the neurophysiological mechanisms underlying the observed behavioral effects Background Integration of physical active academic lessons in the school curriculum may be an innovative way to improve academic outcomes . This study examined the effect of physically active academic lessons ( Fit en Vaardig op school ) on academic engagement of socially disadvantaged children and children without this disadvantage . In addition , the relationship between lesson time spent in moderate to vigorous physical activity and academic engagement was examined . Methods From four elementary schools , 86 children who participated in the 22-weeks intervention were recruited ( 23 socially disadvantaged children ) . Academic engagement was determined by observing time-on-task during three classroom observation moments ( start , midway and end observation ) . Every moment consisted of lesson observations after intervention lessons ( post-intervention ) and after regular classroom lessons ( post-control ) . Differences in time-on-task between socially disadvantaged children and children without this disadvantage were analyzed using independent sample s t-test . Differences between post-intervention and post-control observations were analyzed using multilevel analysis . Heart rate monitors measured the lesson time spent in moderate to vigorous physical activity . The relationship between percentage of moderate to vigorous physical activity during the intervention lessons and time-on-task was analyzed by calculation of partial correlations . Results Time-on-task of socially disadvantaged children was lower than that of children without this disadvantage , differences were significant at the start post-control ( t(65 ) = 2.39 , p < 0.05 ) and post-intervention ( t(71 ) = 2.75 , p < 0.05 ) observation and at the midway post-control ( t(68 ) = 2.45 , p < 0.05 ) observation . Multilevel analysis showed that the time-on-task of all children was significantly higher during post-intervention in comparison with post-control lessons ( ES = 0.41 ) . No significant difference was found at the start observation , but there were significant differences at the midway ( ES = 0.60 ) and end ( ES = 0.59 ) observation . On average , the children were exercising in moderate to vigorous physical activity during 60 % of de lesson time ( 14 minutes of an average lesson of 23 minutes ) . No significant relationships were found between percentage of moderate to vigorous physical activity during the intervention and time-on-task in the post-intervention lessons . Conclusions Physically active academic lessons may positively influence time-on-task in children , which can contribute to academic success in the long term Objective To describe levels of physical activity , sedentary time and adherence to Chief Medical Officers ( CMO ) physical activity guidelines among primary school-aged children across the UK using objective accelerometer-based measurements . Design Nationally representative prospect i ve cohort study . Setting Children born across the UK , between 2000 and 2002 . Participants 6497 7-year-old to 8-year-old singleton children for whom reliable accelerometer data were available for at least 10 h a day for at least 2 days . Main outcome measures Physical activity in counts per minute ( cpm ) ; time spent in sedentary and moderate-to-vigorous intensity physical activity ( MVPA ) ; proportion of children meeting CMO guidelines ( ≥60 min/day MVPA ) ; average daily steps . Explanatory measures Gender , ethnicity , maternal current/most recent occupation , lone parenthood status , number of children in the household and country/region of residence . Results The median daily physical activity level was 595 cpm ( IQR 507 , 697 ) . Children spent a median of 60 min ( IQR 47–76 ) in MVPA/day and were sedentary for a median of 6.4 h/day ( IQR 6–7 ) . Only 51 % met CMO guidelines , with girls ( 38 % ) less active than boys ( 63 % ) . Children took an average of 10 229 ( 95 % CI ( 8777 to 11 775 ) ) steps each day . Children of Indian ethnicity were significantly less active overall than all other ethnic groups . Children of Bangladeshi origin and those living in Northern Irel and were least likely to meet CMO guidelines . Conclusions Only half of 7-year-old children in the UK achieve recommended levels of physical activity , with significant gender , ethnic and geographic variations . Longitudinal studies are needed to better underst and the relevance of these (in)activity patterns for long-term health and well-being . In the meantime population -wide efforts to boost physical activity among young people are needed which are likely to require a broad range of policy interventions Background : An increased prevalence of overweight/obesity among children has led to school district level policies to  increase physical activity ( PA )  among elementary school students . Interventions are needed that increase activity levels without sacrificing time spent in academics . Objectives : We evaluated a policy implementation intervention for to increase in-school PA in elementary schools in Forsyth County , North Carolina , in a r and omized study with a delayed intervention control group . Methods : The study included third- through fifth- grade classrooms in eight elementary schools .  Instant Recess ® was used to introduce 10-minute PA breaks in classrooms on schedules determined by teachers . Direct observation was used to measure activity levels , other student behaviors , and teacher behaviors related to  PA in the classrooms . Results : Twenty-eight visits to schools were made during the spring and fall semesters of 2009 . At baseline 11 % to 44 % of intervention and control schools were engaged in classroom-based PA . PA  increased from baseline to spring follow-up in intervention schools and was maintained the following fall . Control schools  decreased PA  from baseline to spring and  increased PA  once they began the intervention . Students in classrooms engaged in Instant Recess exhibited statistically significant increases in light ( 51 % ) and moderate-intensity ( 16 % ) PA and increases in time spent in on-task behavior ( 11 % ) . Control schools experienced similar benefits after they began implementing Instant Recess . Conclusions : Instant Recess is useful for increasing PA and improving behavior among elementary school children . Additional research may be needed to underst and how to create policies supporting classroom activity breaks and how to assess policy adherence PURPOSE To examine the impact of integrating physical activity with elementary curricula on fluid intelligence and academic achievement . METHODS A r and om sample of 3rd grade teachers  integrated physical activity into their core curricula approximately 30 minutes a day , 3 days a week from January 2008 to April 2008 . Noninvasive fluid intelligence cognitive measures were used along with State-m and ated academic achievement tests . RESULTS Experimental Group children averaged close to 1200 pedometer steps per integration day , thus averaging 3600 steps per week . Children in the Experimental Group performed significantly better on the SPM Fluid Intelligence Test . Children in the Experimental Group also performed significantly better on the Social Studies State m and ated academic achievement test . Experimental Group children also received higher scores on the English/ Language Arts , Math and Science achievements tests , but were not statistically significant compared with Control Group children . Children classified in Fitnessgram 's Healthy Fitness Zone for BMI earned lower scores on many of the SPM Fluid Intelligence components . DISCUSSION This investigation provides evidence that movement can influence fluid intelligence and should be considered to promote cognitive development of elementary-age children . Equally compelling were the differences in SPM Fluid Intelligence Test scores for children who were distinguished by Fitnessgram 's BMI cut points OBJECTIVES Evidence suggests that physical activity is positively related to several aspects of cognitive functioning in children , among which is selective attention . To date , no information is available on the optimal frequency of physical activity on  cognitive functioning in children . The current study examined the acute effects of one and two bouts of moderate-intensity physical activity on  children 's selective attention . DESIGN R and omized controlled trial ( IS RCT N97975679 ) . METHODS Thirty boys and twenty-six girls , aged 10 - 13 years , were r and omly assigned to three conditions : ( A ) sitting all morning working on simulated school tasks ; ( B ) one 20-min physical activity bout after 90min ; and ( C ) two 20-min physical activity bouts , i.e. at the start and after 90min . Selective attention was assessed at five time points during the morning ( i.e. at baseline and after 20 , 110 , 130 and 220min ) , using the ' Sky Search ' subtest of the ' Test of Selective Attention in Children ' . We used GEE analysis to examine differences in Sky Search scores between the three experimental conditions , adjusting for school , baseline scores , self-reported screen time and time spent in sports . RESULTS Children who performed two 20-min bouts of moderate-intensity physical activity had significantly better Sky Search scores compared to children who performed one physical activity bout or remained seated the whole morning ( B=-0.26 ; 95 % CI=[-0.52 ; -0.00 ] ) . CONCLUSIONS Our findings support the importance of repeated physical activity during the school day for beneficial effects on selective attention in children Classroom-based 
    Output:
    
Conclusions Results suggest classroom-based physical activity may have a positive impact on academic-related outcomes .