Background/Purpose: Several studies have shown a positive relationship between physical activity and academic achievement (Smith & Lounsberry, 2009). A limited number of studies have investigated classroom-based physical activity and student learning. Therefore, the purpose of this study was to investigate the influence of a movement literacy curriculum on students' academic performances.
Method: Second and third grade students participated in a classroom-based movement entitled Moving Motivates Learning (MML). Created by the physical education teacher, classroom teachers directed students for 30 minutes in place of seat/classroom-based literacy activities. The MML program utilized stations addressing student literacy skills including grammar, comprehension, spelling, vocabulary, and reading. MML movements included figure-eight patterns, balance, bilateral movements, visual tracking, and manipulation activities. Data collection, which occurred during the beginning, middle and end-of-year included measurements in Dynamic Indicators of Basic Early Literacy Skills (DIBELS) of oral reading fluency, reading text fluency and word usage fluency.
Analysis/Results: A paired samples t-test compared data from the intervention and control groups (n=118). Students receiving the MML curriculum scored higher on reading total fluency, 65 points higher in midterm word usage fluency, 25 points higher in midterm word usage fluency percentage, 37 points higher in end-of-year word usage fluency, and 25 points higher in end-of-year word usage percentage (all at p<.01). Results also demonstrated improvement in midterm and end-of-year oral reading fluency and post TEC scores, yet these were not significant.
Conclusions: Results suggest that physical activity designed to promote student learning in reading produce significant academic achievement of students.