Classroom-Based Physical Activity and On-Task Behavior

Schools are valuable locations to promote physical activity because most children are in school for large portions of the day and year. However, the main objective of most schools is to teach academic skills. For school personnel to implement classroom-based physical activity programs, they need to be convinced that these programs will help the students learn better. Teachers understand and value the concept of on-task behavior or paying attention. Without attentional focus, students do not learn. Thus, if research demonstrates that participation in classroom-based physical activity programs enhances on-task behavior, teachers may be more likely to implement these programs. Although on-task behavior in the authentic classroom setting is difficult to measure, the accumulated evidence about the effect of classroom-based physical activity on on-task behavior is convincing. This article presents an overview of measurement issues associated with directly observed on-task behavior in schools and a summary of the key studies that have made a substantial contribution to the literature in this field. Various research designs and statistical comparisons have been used to examine these relationships. Several research studies have included examination of the effect of physical activity on on-task behavior within subgroups of students (e.g., level of attention, sex, fitness, race/ethnicity, and socioeconomic status). In summary, research demonstrates that classroom-based physical activity enhances on-task behavior compared with traditional sedentary learning environments, and this benefit appears to hold for all subgroups of students that have been examined. Specific suggestions to enhance the implementation of classroom-based physical activity and to further develop the research base are provided.