Moving Maths:effects and experiences of physical activity integrated into primary school mathematics lessons

The daily physical activity (PA) of children in Finland does not meet WHO recommendations, causing concern over children’s well-being. One solution would be to integrate PA into the school day. The aims of this dissertation are to analyse evidence on the effects of school-based PA interventions on performance in mathematics, describe the experiences and perceptions of participants in the Moving Maths intervention and present the effects of this intervention on mathematics performance. The Moving Maths study was conducted between 2017 and 2020 in Finland on pupils aged 9 years. This randomised controlled trial was designed to investigate the effects of two different types of mathematics lessons on learning and engagement: one with PA integrated into learning goals and another with PA implemented through short breaks. A third group was allocated as a control. This dissertation is compiled from four original articles. The results of the first study (a systematic review and meta-analysis) indicated that 45% of the included school-based PA interventions positively influenced mathematics performance. The second study was based on interview data and comprised an investigation into pupils’ experiences and perceptions of student engagement during the nine-week pilot study. The pupils in the PA break group expressed mixed experiences, while the integrated PA group experienced positive emotional and social engagement and improved concentration. Based on individual interviews, the third study focused on teachers’ experiences and perceptions of student engagement during the five-month intervention. Although positive emotional and social engagement was indicated in both PA groups, some concerns were reported about learning outcomes and behavioural engagement. The results of the final article indicated that the Moving Maths intervention did not affect pupils’ performance in mathematics. In conclusion, this dissertation presents evidence that indicates PA can positively impact pupils’ emotional and social engagement ...