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Action Research Plan: Does P.E. in the Morning Affect Concentration in the Classroom?


Professional Inquiry and Action Research Plan

Research Question: Does physical activity in the morning increase concentration throughout the day?

Summary of Findings

Many studies have found that physical activity is associated with positive changes in the executive function. This leads to regulated thinking through attention, emotional control, organization, and planning (Stevens, T., 2019). From the Committee of Physical Activity, (2013) there is evidence that physical activity in the classroom during a lesson may increase academic performance. They believe physical activity is linked to effective executive function, which includes attention, and memory. This may influence mathematics and reading skills. Park, Y. & Moon, J. (2018) found that physical activity in the morning had a positive effect on the change in physical fitness and academic achievement for males. In addition, this led to reduced stress, positive sociability, cooperation, relationships, and autonomy. Physical activity also promotes higher self-concept and self-esteem which is related to attendance and achievement (Stevens, T., 2019). Moreover, the study done by Isaac, C. (2014) was based off teacher and EA observations. They observed student attention, memory, and knowledge had been positively affected after morning physical activity. Teachers found students had better body posture, participation, and consistent focus during school time. While some students had better memory and understanding, which was consistent with other studies (Wunch, K., et al., 2019). In their study which focused on children with Attention Deficit/Hyperactivity Disorder (ADHD), Taylor, A., Novo, D., & Foreman, D. (2019) found the ADHD symptom scores were significantly lower 11 weeks after the physical education intervention compared to prior implementation. The teachers found a general increase from students with ADHD related to learning engagement in the classrooms. Wunsch, K. et al. (2019) found that physical activity can diminish the negative effects of stress on cognitive performance. Furthermore, Lima, R. A., et al. (2020) found chronic physical activities had a moderate effect on cognitive outcomes such as processing speed, attention, and executive function, with the most effect on working memory. The Committee of Physical Activity, (2013) found moderate to vigorous physical activity improves cognitive performance the most.

Some studies found physical activity had a positive effect only on language (Lima, R. A. et al., 2020). While Xu, T., Byker, E.J., & Gonzales, M.R. (2017) found their intervention “Morning Blast” had a positive impact only on math learning and achievement. Over 77% of student felt Morning Blast helped them stay focused during school. However, many teachers were unsure if Morning Blast improved any academic achievement but noted more exercise is still beneficial. Whereas another study found no significant effect on academic performance from an additional 165 minutes of physical activity per week in the control group (Resaland, G. K., et al., 2016). This study assessed students’ baseline and followed up seven months later through the use of accelerometers and standardized national tests for English and math. Meanwhile Stevens, T., (2019) argues that physical activity does not necessarily promote learning outcomes, however many researchers believe there are no negative effects to have more physical education/activity.


Personal observations and conclusion

My second-year practicum consists of 17 Grade 3/4 students who have physical education outdoors, first period every Monday, Wednesday, and Friday. I was able to ask my students, “How do you feel when you have physical education in the morning? Do you feel more focused during class?”. These are the results from my classroom, many students felt tired after having physical education first period, they felt like they didn’t focus better later in the day. Some students wished that physical education was in the afternoon because they were tired coming from home and physically tired after physical education too. While other students loved the days they had physical education, although those who had busy bodies still had extra energy afterwards.

On the days they did not have physical education I asked, “How do you feel when you do not have physical education in the morning?”. Many students enjoyed having a break from physical education. They felt less tired throughout the day. Although a few students said it was hard to focus in class sometimes. I was there all of December and I noticed on the days they had physical education, when they came indoors, they were often loud and energetic in comparison to Tuesdays and Thursday. On the days without physical education, they started their days off more subdued and calmer and later started to get more energetic in the afternoon.

In January, learning was virtual, and I asked my students, “How do you feel now with minimal physical activity and no recess?”. Some students felt they had too much energy now and they were better focused in class when they had physical education and recess. Whereas other students felt more tired and lazy now due to the lack of fresh air, playing and exercise. Many students missed school and would have preferred playing with their friends during recess and in physical education than sit in virtual school. The only positive point was they didn’t have to go outdoors for physical education and recess in the cold (up to -25oC).

Overall, the research findings did not accurately match the results of my class. I wonder why so many of the students felt tired after physical education instead of focused and ready to learn. It may have been related to the sleep schedule or mealtime, but more research would need to be conducted. Based on my results, I believe my students would have benefited more if physical education class was in the afternoon, as they started to feel more energetic and restless by then. From courses, I learned that physical education games should be Teaching Games for Understanding (TGFU) for students to gain skills and knowledge which can be applied to different sports by playing a variety of games. TGFU is associated with five categories that include (1) Target, (2) Net/wall games (3) Striking Fielding (4) Territory and (5) Individual pursuits. This being said, children benefit mentally and physically from physical activity regardless of the time of day.



Strategies, approaches, next steps

Had there been more time, I could have created a multiple-choice survey and found the percentage of students who felt tired, energetic, lazy, focused etc. I could have also asked how they felt during physical education, after, and at the end of the day. However, my associate teacher and I have prep at the end of the day, so I do not get to see them for their last period of school. To enhance my professional practice, I will continue to find articles, books and videos to have a greater understanding. When I find more consistent research, I can advocate for physical education/activity programs that may help students and advocate for physical education at a certain time of day.


Limitations

Some of the limitations include research that was based on self-reports from the students without defining specific terms. For example, “somewhat tired” could vary between students. Some of the findings were based off teacher observations for a short period of time. Another limitation was measuring the levels of physical activity and how much physical exertion would change the result. I was only able to find a few studies that focused on the time of day for physical activity and attention. It would be interesting to see what type of research could be done in the future in regard to time. Many of the studies were not blind so students may have given skewed results. Some gaps in the research include the time of day, not too many researched if the time of day affected how children felt. Another gap because it is so new, includes how their concentration was affected during virtual learning with minimal physical activity. Furthermore, future research could include a focus on the physical and emotional needs of students.



Additional Resources


Bertills, K., Granlund, M., Dahlström, Ö, & Augustine, L. (2018). Relationships between physical Education (PE) teaching and student SELF-EFFICACY, aptitude to participate in PE and functional skills: With a special focus on students with disabilities. Physical Education and Sport Pedagogy, 23(4), 387-401. doi:10.1080/17408989.2018.1441394

Brendon Hyndman (2020). Move it, move it: How physical activity at school helps the mind (as well as the body). Retrieved from https://theconversation.com/move-it-move-it-how-physical-activity-at-school-helps-the-mind-as-well-as-the-body-100175


The Star Online. (2019). Studies focus on the need for PE class in the morning. Retrieved from https://www.thestar.com.my/lifestyle/health/2014/09/16/studies-focus-on-the-need-for-pe-class-in-the-morning



References

Committee on Physical Activity and Physical Education in the School Environment.(2013).Food and Nutrition Board. Institute of Medicine; Kohl HW III, Cook HD, editors. Educating the Student Body: Taking Physical Activity and Physical Education to School. Washington (DC): National Academies Press (US);Physical Activity, Fitness, and Physical Education: Effects on Academic Performance. Available from: https://www.ncbi.nlm.nih.gov/books/NBK201501/


Isaac, C. (2014). The Relationship Between Morning Physical Activity and Student Engagement In An Elementary School Setting. University of Manitoba. Retrieved from https://mspace.lib.umanitoba.ca/bitstream/handle/1993/30145/isaac_cheryl.pdf?sequence=3


Lima, R. A., Soares, F. C., Bezerra, J., & De Barros, M. V. (2020). Effects of a physical education intervention on academic performance: A cluster randomised controlled trial. International Journal of Environmental Research and Public Health, 17(12), 4287. doi:10.3390/ijerph17124287


Park, Y. & Moon, J. (2018). Effects of early morning physical activity on elementary school students physical fitness and sociality. International Electronic Journal of Elementary Education,10(4), 441-447. doi:10.26822/iejee.2018438134


Resaland, G. K., Aadland, E., Moe, V. F., Aadland, K. N., Skrede, T., Stavnsbo, M., . . . Anderssen, S. A. (2016). Effects of physical activity ON schoolchildren's academic performance: The Active smarter Kids (ask) Cluster-randomized controlled trial. Preventive Medicine, 91, 322-328. doi:10.1016/j.ypmed.2016.09.005


Stevens, T. (2019). Physical activity and student learning. New York, NY: Routledge. ISPN 9780429436567


Taylor, A., Novo, D., & Foreman, D. (2019, September 4). An exercise program designed for children with attention deficit/hyperactivity disorder for use in school physical education: Feasibility and utility. Retrieved February 12, 2021, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6787573/


Wunsch, K., Meier, M., Ueberholz, L., Strahler, J., & Kasten, N. (2019). Acute psychosocial stress and working memory performance: The potential of physical activity to modulate cognitive functions in children. BMC Pediatrics, 19(1). doi:10.1186/s12887-019-1637-x


Xu, T., Byker, E. J., & Gonzales, M. R. (2017). Ready to learn: The impact of the morning blast physical activity intervention on elementary school students. Movement, Health & Exercise, 6(1). doi:10.15282/mohe.v6i1.137

 
 
 

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