Abstract

SOUZA, Mizael Carvalho de; SILVA, Luisa Matos da; BENTO-TORRES, Natáli Valim Oliver  and  BENTO-TORRES, João. STOP CLASS AND DO EXERCISES! PHYSICALLY ACTIVE BREAKS IMPROVE SCHOOL CHILDREN’S READING AND MATHEMATICS PERFORMANCE. Rev. Exitus [online]. 2024, vol.14, e024021.  Epub June 12, 2024. ISSN 2237-9460.  https://doi.org/10.24065/re.v14i1.2584.

Physical Activity (PA) has effects on Executive Functions (EF), which, in turn, have been associated with achievement in both reading and mathematics. This work aimed to analyze the research literature on the effects of interventions in classes with physically active breaks on reading and mathematics performance in schoolchildren. Research in electronic databases was selected, with inclusion and exclusion criteria outlined. A process of identification, screening and eligibility of articles was carried out, resulting in the inclusion of seven studies. In general, the literature suggests that there are positive effects of classes with physically active breaks on reading and more effectively on mathematical performance. Furthermore, physically active classes do not compromise academic class time and still contribute to the amount of moderate to vigorous PA recommended daily for children's health. This relationship appears to be mediated by improved EF that supports learning. Implications for the area of Mathematics Education are discussed.

Keywords : Mathematical Education; Physical activity; Cognition..

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