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Moderate-to-vigorous physically active academic lessons and academic engagement in children with and without a social disadvantage: a within subject experimental design

Overview of attention for article published in BMC Public Health, April 2015
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  • In the top 25% of all research outputs scored by Altmetric
  • High Attention Score compared to outputs of the same age (81st percentile)

Mentioned by

policy
1 policy source
twitter
7 tweeters
facebook
1 Facebook page

Citations

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23 Dimensions

Readers on

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115 Mendeley
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Title
Moderate-to-vigorous physically active academic lessons and academic engagement in children with and without a social disadvantage: a within subject experimental design
Published in
BMC Public Health, April 2015
DOI 10.1186/s12889-015-1745-y
Pubmed ID
Authors

Marijke J Mullender-Wijnsma, Esther Hartman, Johannes W de Greeff, Roel J Bosker, Simone Doolaard, Chris Visscher

Abstract

Integration of physical active academic lessons in the school curriculum may be an innovative way to improve academic outcomes. This study examined the effect of physically active academic lessons (Fit en Vaardig op school) on academic engagement of socially disadvantaged children and children without this disadvantage. In addition, the relationship between lesson time spent in moderate to vigorous physical activity and academic engagement was examined. From four elementary schools, 86 children who participated in the 22-weeks intervention were recruited (23 socially disadvantaged children). Academic engagement was determined by observing time-on-task during three classroom observation moments (start, midway and end observation). Every moment consisted of lesson observations after intervention lessons (post-intervention) and after regular classroom lessons (post-control). Differences in time-on-task between socially disadvantaged children and children without this disadvantage were analyzed using independent samples t-test. Differences between post-intervention and post-control observations were analyzed using multilevel analysis. Heart rate monitors measured the lesson time spent in moderate to vigorous physical activity. The relationship between percentage of moderate to vigorous physical activity during the intervention lessons and time-on-task was analyzed by calculation of partial correlations. Time-on-task of socially disadvantaged children was lower than that of children without this disadvantage, differences were significant at the start post-control (t(65) = 2.39, p < 0.05) and post-intervention (t(71) = 2.75, p < 0.05) observation and at the midway post-control (t(68) = 2.45, p < 0.05) observation. Multilevel analysis showed that the time-on-task of all children was significantly higher during post-intervention in comparison with post-control lessons (ES = 0.41). No significant difference was found at the start observation, but there were significant differences at the midway (ES = 0.60) and end (ES = 0.59) observation. On average, the children were exercising in moderate to vigorous physical activity during 60% of de lesson time (14 minutes of an average lesson of 23 minutes). No significant relationships were found between percentage of moderate to vigorous physical activity during the intervention and time-on-task in the post-intervention lessons. Physically active academic lessons may positively influence time-on-task in children, which can contribute to academic success in the long term.

Twitter Demographics

The data shown below were collected from the profiles of 7 tweeters who shared this research output. Click here to find out more about how the information was compiled.

Mendeley readers

The data shown below were compiled from readership statistics for 115 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Indonesia 1 <1%
United Kingdom 1 <1%
Unknown 113 98%

Demographic breakdown

Readers by professional status Count As %
Student > Master 19 17%
Researcher 19 17%
Student > Ph. D. Student 17 15%
Student > Bachelor 10 9%
Student > Doctoral Student 9 8%
Other 23 20%
Unknown 18 16%
Readers by discipline Count As %
Sports and Recreations 36 31%
Social Sciences 16 14%
Medicine and Dentistry 13 11%
Psychology 10 9%
Agricultural and Biological Sciences 5 4%
Other 10 9%
Unknown 25 22%

Attention Score in Context

This research output has an Altmetric Attention Score of 8. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 29 June 2015.
All research outputs
#2,328,931
of 14,390,043 outputs
Outputs from BMC Public Health
#2,714
of 9,894 outputs
Outputs of similar age
#42,387
of 229,119 outputs
Outputs of similar age from BMC Public Health
#1
of 2 outputs
Altmetric has tracked 14,390,043 research outputs across all sources so far. Compared to these this one has done well and is in the 83rd percentile: it's in the top 25% of all research outputs ever tracked by Altmetric.
So far Altmetric has tracked 9,894 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 11.5. This one has gotten more attention than average, scoring higher than 72% of its peers.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 229,119 tracked outputs that were published within six weeks on either side of this one in any source. This one has done well, scoring higher than 81% of its contemporaries.
We're also able to compare this research output to 2 others from the same source and published within six weeks on either side of this one. This one has scored higher than all of them