Moving Maths — the effects of physically active math lessons

Moving Maths — the effects of physically active math lessons on children’s learning outcomes, school engagement, motivation and motor skills

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

ISRCTN

Registry ID

ISRCTN71844310

Enrollment

400

Registered

2019-04-10

Start date

2019-04-15

Completion date

Unknown

Last updated

2022-10-24

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

School-based physical activity Not Applicable

Interventions

In order to determine the effectiveness of physically active math intervention in enhancing learning through physical activity, the researchers will conduct a cluster RCT with random allocation at the

Eligibility

Sex/Gender

All

Inclusion criteria

Inclusion criteria: Third-grade students (mean age of 9 years)

Exclusion criteria

Exclusion criteria: Children who are not able to participate in physical activities due to disability or health reasons will not be included in the analyses

Design outcomes

Primary

Measure	Time frame
Math performance: 1. General math performance assessed at baseline and after the intervention with a test battery including comparison of one-digit numbers, comparison of multi-digit numbers, reasoning of number series, single-digit addition, single-digit subtraction and multi-digit addition and subtraction 2. Curriculum-based math performance assessed at baseline and after the intervention with a math test including multiplication and division, calculation strategies, problem solving, geometry and units of measurements	—

Measure

Time frame

Math performance: 1. General math performance assessed at baseline and after the intervention with a test battery including comparison of one-digit numbers, comparison of multi-digit numbers, reasoning of number series, single-digit addition, single-digit subtraction and multi-digit addition and subtraction 2. Curriculum-based math performance assessed at baseline and after the intervention with a math test including multiplication and division, calculation strategies, problem solving, geometry and units of measurements

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Secondary

Measure	Time frame
1. Cognitive functions: 1.1. Executive functions assessed with a modified flanker task and a colour-shape switch task at baseline and after the intervention 1.2. Fluid reasoning assessed with a Wechsler Intelligence Scale for Children (WISC) matrix reasoning at baseline and after the intervention 1.3. Spatial visualisation assessed with a spatial relations test from the Woodcock–Johnson test battery (1977) at baseline and after the intervention 2. Reading fluency assessed with a LUKSU test at baseline and after the intervention 3. Physical fitness: 3.1. Motor skill performance assessed with Körperkoordinationstest für Kinder (KTK) test battery and with aiming-and-catching subtests from the Movement Assessment Battery for children (MABC-2) test battery at baseline and after the intervention 3.2. Manual dexterity with manual dexterity subtests from the MABC-2 test battery at baseline 3.3. Aerobic fitness assessed with a 20-meter shuttle run test (Eurofit test protocol) at baseline and after the intervention 3.4. Muscular fitness assessed with a curl-up test (Eurofit test protocol), a push-up test and standing broad jump (Eurofit test protocol) test 4. Children’s own competence and motivation in mathematics and enjoyment of math classes, assessed using self-reported questionnaires at baseline and after the intervention 5. Physical activity assessed with the following: 5.1. Objective use of accelerometers at baseline and during the intervention 5.2. Subjective use of questionnaires at baseline and after the intervention 5.3. Children’s main caregivers’ completion of a questionnaire concerning the children’s physical activity at baseline 6. Weight and body composition assessed via body composition analyser InBody 720 at baseline	—

Measure

Time frame

1. Cognitive functions: 1.1. Executive functions assessed with a modified flanker task and a colour-shape switch task at baseline and after the intervention 1.2. Fluid reasoning assessed with a Wechsler Intelligence Scale for Children (WISC) matrix reasoning at baseline and after the intervention 1.3. Spatial visualisation assessed with a spatial relations test from the Woodcock–Johnson test battery (1977) at baseline and after the intervention 2. Reading fluency assessed with a LUKSU test at baseline and after the intervention 3. Physical fitness: 3.1. Motor skill performance assessed with Körperkoordinationstest für Kinder (KTK) test battery and with aiming-and-catching subtests from the Movement Assessment Battery for children (MABC-2) test battery at baseline and after the intervention 3.2. Manual dexterity with manual dexterity subtests from the MABC-2 test battery at baseline 3.3. Aerobic fitness assessed with a 20-meter shuttle run test (Eurofit test protocol) at baseline and after the intervention 3.4. Muscular fitness assessed with a curl-up test (Eurofit test protocol), a push-up test and standing broad jump (Eurofit test protocol) test 4. Children’s own competence and motivation in mathematics and enjoyment of math classes, assessed using self-reported questionnaires at baseline and after the intervention 5. Physical activity assessed with the following: 5.1. Objective use of accelerometers at baseline and during the intervention 5.2. Subjective use of questionnaires at baseline and after the intervention 5.3. Children’s main caregivers’ completion of a questionnaire concerning the children’s physical activity at baseline 6. Weight and body composition assessed via body composition analyser InBody 720 at baseline

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Countries

Finland

Outcome results

None listed

Source: ISRCTN (via WHO ICTRP) · Data processed: Feb 4, 2026