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The Use of Physically Active Academic Lessons During the Transition to Face-to-Face Classes

Author

Listed:
  • Vagner Beserra
  • Miguel Nussbaum
  • Mónica Navarrete
  • Norman Garrido
  • Danilo Alvares

Abstract

Schools are pivotal stakeholders in increasing the amount of student physical activity, an attribution especially relevant while the COVID-19 pandemic is not overcome. This article evaluates how the use of physically active academic lessons impacted mathematics learning and the amount of physical activity during the transition to face-to-face classes. The objective was also to analyze students, parents, and teachers’ perceptions of this experience. Therefore, for at least 6 weeks in mid-2021, 290 Chilean elementary school students from different schools, together with their 11 teachers, learned and practiced a choreography on geometry during the school routine. Both quantitative and qualitative instruments were used to evaluate this experience. The results from the pre- and post-test showed that students increased their geometry scores significantly ( Z  = 13.116, p  

Suggested Citation

  • Vagner Beserra & Miguel Nussbaum & Mónica Navarrete & Norman Garrido & Danilo Alvares, 2024. "The Use of Physically Active Academic Lessons During the Transition to Face-to-Face Classes," SAGE Open, , vol. 14(2), pages 21582440241, May.
    • Handle: RePEc:sae:sagope:v:14:y:2024:i:2:p:21582440241255429
    DOI: 10.1177/21582440241255429
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    References listed on IDEAS

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    4. Vasile Gherheș & Simona Șimon & Iulia Para, 2021. "Analysing Students’ Reasons for Keeping Their Webcams on or off during Online Classes," Sustainability, MDPI, vol. 13(6), pages 1-13, March.
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