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An Adult-Led Game Increases Physical Activity, but Does Not Increase Subsequent On-Task Behavior in Preschool Children.

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Title: An Adult-Led Game Increases Physical Activity, but Does Not Increase Subsequent On-Task Behavior in Preschool Children.
Authors: Pollack, Emily G. (AUTHOR), Mercado Baez, Alexandra N. (AUTHOR), Ayres, Kevin M. (AUTHOR), Ringdahl, Joel E. (AUTHOR)
Source: Journal of Behavioral Education. Mar2026, Vol. 35 Issue 1, p481-496. 16p.
Subjects: Physical activity, Preschool children, Games, Reinforcement (Psychology), Outcome assessment (Education), Classroom dynamics, Participation, Human mechanics
Abstract: Various arrangements of both physical structures and contingent adult attention have been shown to increase physical activity. As well, previous research has demonstrated that antecedent physical activity during leisure time leads to subsequent on-task behavior in classroom settings (Luke et al., 2014). This relation between activity and academic performance suggests that identifying methods for increasing physical activity exhibited by students has academic relevance. The present study conducted two related, concurrent experiments. Experiment 1 replicated previous research showing social attention increased students' physical activity. Given the increases in physical activity observed by the participants from Experiment 1, Experiment 2 evaluated whether that increased physical activity corresponded with increased on-task behavior during subsequent academic instruction time. Results indicated that, as with previous research findings, participants engaged in higher levels of physical activity relative to baseline when social attention was provided. However, increased physical activity did not correspond with increased subsequent on-task behavior. Results are discussed with respect to their implications for movement, academic performance, and relation to previous findings. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: An Adult-Led Game Increases Physical Activity, but Does Not Increase Subsequent On-Task Behavior in Preschool Children.
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  Data: <searchLink fieldCode="DE" term="%22Physical+activity%22">Physical activity</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+children%22">Preschool children</searchLink><br /><searchLink fieldCode="DE" term="%22Games%22">Games</searchLink><br /><searchLink fieldCode="DE" term="%22Reinforcement+%28Psychology%29%22">Reinforcement (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Outcome+assessment+%28Education%29%22">Outcome assessment (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+dynamics%22">Classroom dynamics</searchLink><br /><searchLink fieldCode="DE" term="%22Participation%22">Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Human+mechanics%22">Human mechanics</searchLink>
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  Data: Various arrangements of both physical structures and contingent adult attention have been shown to increase physical activity. As well, previous research has demonstrated that antecedent physical activity during leisure time leads to subsequent on-task behavior in classroom settings (Luke et al., 2014). This relation between activity and academic performance suggests that identifying methods for increasing physical activity exhibited by students has academic relevance. The present study conducted two related, concurrent experiments. Experiment 1 replicated previous research showing social attention increased students' physical activity. Given the increases in physical activity observed by the participants from Experiment 1, Experiment 2 evaluated whether that increased physical activity corresponded with increased on-task behavior during subsequent academic instruction time. Results indicated that, as with previous research findings, participants engaged in higher levels of physical activity relative to baseline when social attention was provided. However, increased physical activity did not correspond with increased subsequent on-task behavior. Results are discussed with respect to their implications for movement, academic performance, and relation to previous findings. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10864-024-09571-7
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      – Code: eng
        Text: English
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      – SubjectFull: Physical activity
        Type: general
      – SubjectFull: Preschool children
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      – SubjectFull: Games
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              Text: Mar2026
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