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The Walking Classroom: Measuring the Impact of Physical Activity on Student Cognitive Performance and Mood.

BACKGROUND
The Walking Classroom is an education program that provides students with an opportunity to accumulate physical activity without losing instructional time.


METHOD
This research tests Kuczala's application of kinesthetic learning theory through measuring knowledge retention, postactivity information processing, and mood in students who engage in a short bout of physical activity while listening to Walking Classroom podcasts about language arts, science, and history, and those who remain seated during a podcast, compared with baseline levels. Students from 9 high-poverty fourth- and fifth-grade classrooms (n = 319) in a North Carolina county comprised the sample.


RESULTS
Utilizing multivariate analysis of covariance, the results demonstrate significantly higher levels of learning while walking compared with learning while sitting. Measures of mood utilizing the 10-item version of the Positive and Negative Affect Scale also demonstrated a significant effect in predicted directions.


CONCLUSION
The results support that coupling physical activity with instruction leads to increased performance and mood for elementary school students.