Promoting science performance during physical activity among hispanic children: A pilot study

Hispanic children are more sedentary and have poorer science performance compared to children of other ethnic backgrounds. This project assessed a pilot program (Active Science) embedding physical activity into academic lessons in an after-school program in a Hispanic community. Methods: Participants were 18 Hispanic boys and girls (3th/4th graders) enrolled in an economically disadvantaged after-school program. The curriculum included a variety of activities (e.g., dance, games, sports) for 30 minutes (2 times/week) over a six-week period. Children wore activity monitors and recorded their physical activity data after each session using an interactive website developed by the project team. The Active Science (n=8) group then participated in a series of age and grade appropriate academic lessons that involved using their activity data (e.g., steps, distance, and calories) to explore and reinforce important concepts in science, math, and technology. The Active Only group (n=10) participated in physical activity component but not in the science lessons. Results. For the Active Only group, the science scores increased from M= 11.43 (SD=4.8) to M= 15.14 (SD =3.0), Cohen'd =1.00; For the Active Science group, the science scores increased from M= 12.00 (SD =4.1) to M= 18.33 (SD =5.4), Cohen'd =1.44. 2(time)*2(group) repeated ANOVA test showed significant time effect, F(11, 1)=30, p<.001. Group effect was not significant, F (11, 1)=30, p>.05. Physical activity levels (steps/hour) for both groups significantly increased from 1402 (SD=699.7) to 3540 (SD =1002.8), t(16)=9.1, p<.001. Conclusion. 6-weeks of the Active Science intervention increased science performance and physical activity participation among Hispanic children.