A 30‐Minute Physical Education Program Improves Students' Executive Attention

By Sabine Kubesch, Laura M Walk, Manfred Spitzer, Thomas Kammer, Alyona Lainburg, R. Heim, Katrin Hille. 2009

142 citations recorded by the source corpus.

Subfields: Applied Psychology, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/1b1a4b23687ded1e88f39df3adfc0d2af4cc6dac

How researchers see this paper

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In Developmental and Educational Psychology

1. A. Conzelmann
2. F. Egger
3. M. Schmidt
4. E. Howie
5. R. Pate

Citations in the corpus

• Physical activity and academic achievement in children: A historical perspective (2012, methodology): “Seven used a randomized design, five were within-subject, one was 85 to daily, semester or yearlong afterschool interventions.”
• The effect of acute cognitively engaging physical activity breaks on children's executive functions: Too much of a good thing? (2018, background): “While shorter physical activity breaks (5min) revealed no cognitive improvements (Howie, Schatz, & Pate, 2015; Kubesch et al., 2009), longer durations (equal to or more than 10min) showed beneficial effects on cognitive outcomes (Howie, Beets, & Pate, 2014), suggesting that longer interventions…”